IOWA  PUBLIC  SCHOOLS. 


A Manual  for  Accredited  Schools 

DESIGNED  FOR  THE 

Training  of  Teachers 


FOR  THE 


IOWA  PUBLIC  SCHOOLS. 


BY  THE 

EDUCATIONAL  BOARD  OF  EXAMINERS. 

1903. 


Issued  by  the  Department  of  Public  Instruction. 


Richard  C.  Barrett, 
Superintendent  Public  Instruction. 


DES  MOINES: 

BERNARD  MJTRPHY,  STaTE  PRINTER, 

1903. 


STATE  BOARD  OF  EDUCATIONAL  EXAMINERS. 


Richard  C.  Barrett Des  Moines 

Superintendent  Public  Instruction  and  President  Board  of  Examiners . 

Geo.  E.  MacLean Iowa  City 

President  Iowa  State  University . 

H.  H.  Sberlry Cedar  Falls 

President  Iowa  State  Normal  School . 

O.  J.  McManus Council  Bluffs 

County  Superintendent  of  Schools . 

Mary  Alice  Altona Des  Moines 


TfiWCv — T*w.b.  \Y\cVr  .J /6*.p+. 


LIST  OF  APPROVED  SCHOOLS. 


Buena  Vista  College,  Normal  Department Storm  Lake,  Iowa 

The  Academy  of  Cornell  College Mount  Vernon,  Iowa 

Cedar  Valley  Seminary Osage,  Iowa 

Denison  Normal  and  Business  College Denison,  Iowa 

Decorah  Institute Decorah,  Iowa 

Normal  College  of  Drake  University Des  Moines,  Iowa 

Ep worth  Sem  nary Ep worth,  Iowa 

Normal  Department  of  Ellsworth  College Iowa  Falls,  Iowa 

Highland  Park  College Des  Moines  Iowa 

Lenox  College Hopkinton,  Iowa 

Simpson  College Indianola,  Iowa 

Tobin  College Fort  Dodge,  Iowa 

Normal  School  Upper  Iowa  University Fayette,  Iowa 

Western  Union  College Le  Mars,  Iowa 

Woodbine  Normal  School Woodbine,  Iowa 

Western  Normal  College Shenandoah,  Iowa 


T 


12; 


j(V 


PREFACE. 


The  motive  which  prompts  the  issuance  of  this  “Manual  for 
Accredited  Schools,”  is  to  put  in  definite  form  the  condition^; 
under  which  schools  may  become  accredited,  and  to  establish  a 
standard  of  requirement  of  graduates  of  these  schools  when 
they  wish  to  become  applicants  for  Two  Year  State  Certificates. 
No  attempt  has  been  made  to  furnish  an  outline  for  the  class- 
room. The  aim  has  been  to  classify  the  subject-matter  upon 
which  the  applicant  will  be  examined.  To  the  end  that  definite, 
practical  results  will  follow  from  the  provisions  of  this  new  law, 
the  Board  of  Examiners  offers  this  manual  for  the  guidance  of 
those  in  charge  of  accredited  schools. 


THE  LAW. 


Chapter  115,  Acts  of  the  Twenty-ninth  General  Assembly. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of  Iowa : 

Section  1.  Educational  examiners  to  inspect  and 
supervise.  That  the  state  board  of  educational  examiners 
shall  constitute  a board  for  the  inspection,  recognition  and 
supervision  of  the  schools  designed  for  the  instruction  and 
training  of  teachers  for  the  common  schools. 

Sec.  2.  Accredited  schools — annual  visitation.  That 
schools  desiring  state  recognition  shall  apply  to  the  board  of 
educational  examiners  which  shall  then  proceed  to  inspect  such 
schools  with  reference  to  course  of  study,  equipment  and  fac- 
ulty. All  schools  that  shall  meet  the  requirements  of  the  board 
of  educational  examiners  shall  be  known  as  accredited  schools. 
Such  schools  shall  have  an  annual  visitation  by  some  member 
of  the  board  of  educational  examiners,  or  some  one  appointed 
for  that  purpose  by  said  board,  who  shall  receive  compensation 
as  is  provided  for  in  section  2634  of  the  code. 

Sec.  3.  Certificates — fee.  Graduates  of  approved  accred- 
ited schools  who  shall  pass  the  required  examination  for  a two 
years’  certificate  shall  receive  from  the  state  board  of  examiners 
a certificate  for  two  years,  which  may  be  renewed  under  such 
rules  as  said  board  may  prescribe.  Applicants  for  a certificate 
shall  pay  a fee  of  $2.00,  one -half  of  which  shall  be  returned  in 
case  of  failure. 

Sec.  4.  Sworn  statement.  At  the  close  of  each  school 
year,  the  principal  or  superintendent  of  each  accredited  school 
shall  file  with  the  board  of  examiners  a sworn  statement,  show- 
ing the  name,  age,  postoffice  address,  studies  and  attendance  of 
each  of  the  students  in  his  school  taking  the  prescribed  teach- 
ers’ course. 


(5) 


6 


MANUAL  FOR  ACCREDITED  SCHOOLS 


GENERAL  REGULATIONS. 

QUALIFICATIONS  FOR  ENTRANCE. 

Age.  No  person  under  fifteen  years  of  age  will  be  permitted 
to  enter  the  teachers’  course  in  accredited  schools. 

Scholarship.  As  a qualification  for  entrance  to  the  teach- 
ers’ training  course,  it  is  required  that  students  shall  have  com- 
pleted a course  of  study  equivalent  at  least  to  that  given  in  the 
Hand-Book  for  Iowa  Schools  for  the  first  eight  grades. 

INSPECTION  OF  FACULTY  AND  EQUIPMENT. 

The  law  requires  an  inspection  by  the  board  of  examiners  in 
equipment  and  faculty  of  all  schools  wishing  approval.  In 
order  that  there  may  be  some  degree  of  uniformity,  the  board 
has  fixed  the  minimum  standard  as  follows : 

(1)  The  faculty  shall  consist  of  at  least  five  members,  two 
of  whom  may  be  teachers  of  special  branches.  Teachers  shall 
be  graduates  of  the  state  university,  state  normal  school,  or 
other  institutions  having  equivalent  courses,  or  be  the  holders  of 
licenses  issued  by  the  state  board  of  educational  examiners, 
except  two-year  state  certificates. 

(2)  Buildings  and  grounds  are  to  be  devoted  to  school  pur- 
poses only. 

(3)  At  least  two  laboratories— physical  and  biological — shall 
be  provided.  The  apparatus  shall  include  such  as  is  proper  for 
use  in  giving  instruction  in  physics,  botany,  physiology,  phys- 
iography and  history,  together  with  necessary  models  to  illus- 
trate the  various  subjects  taught. 

(4)  The  library  shall  consist  of  at  least  one  thousand  volumes, 
exclusive  of  public  documents;  it  shall  contain  the  list  named 
in  this  manual  or  the  equivalent.  In  special  cases  where  the 
library  is  of  a character  and  type  especially  appropriate,  five 
hundred  volumes  may  be  accepted  provisionally.  In  every  case 
it  is  expected  that  standard  reference  works  treating  of  studies 
required  in  the  course  of  study,  and  suitable  modern  apparatus, 
including  maps  and  charts,  will  be  provided. 

REQUIRED  OF  GRADUATES. 

Only  graduates  of  the  teachers’  training  course  in  accredited 
schools  will  be  eligible  to  take  the  examination  for  the  Two 
Year  State  Certificate. 


FOR  THE  TRAINING  OF  TEACHERS. 


7 


APPLICATION  FOP  STATE  RECOGNITION. 

To  the  State  Board  of  Educational  Examiners : 

You  are  respectfully  requested  to  inspect , 

with  a view  to  having  the  same  given  state  recognition  for  the 
training  of  teachers. 

For  the  year  ending  June  30,  190 , the  faculty  will  consist  of 

the  following  named  persons:  (Give  names  of  at  least  five 
teachers  who  will  give  instruction  in  prescribed  course.) 

1.  Name Graduate  of  what  institution 


Note— If  not  a graduate,  state  in  place  whether  person  named  holds  a state  license  to 
teach. 

2.  Number  of  buildings  devoted  exclusively  to  school  pur- 
poses  

3.  Number  and  kind  of  laboratories 


4.  Apparatus  in  use 

5.  Number  of  volumes  in  library,  exclusive  of  public  docu- 
ments   


Character  of  same 


Give  list  of  standard  reference  works  in  use 


6.  What  probable  number  of  students,  if  any,  do  you  expect 
will  enter  upon  the  prescribed  teachers’  course  during  the  year 
beginning  September  190  ? 


Signed, 


Principal  or  President. 


Dated 


190 


8 


MANUAL  FOR  ACCREDITED  SCHOOLS 


MINIMUM  COURSE  OF  STUDY. 


FIRST  TERM 

SECOND  TERM 

THIRD  TERM 

Grammar 

Grammar 

Grammar 

Orthog.  & Word  Study  Physiology 

Physiography 

1st  yr.  Arithmetic 

Arithmetic 

Arithmetic 

Geography 

Geography 

History 

Reading 

Penmanship 

Vocal  Music 

Talks  on  Didactics  three  times  a week. 

Algebra 

Algebra 

Algebra 

History 

Bookkeeping  Elem.  Psychology 

2d  yr.  Eng.  Composition 

Literature  Elem.  Rhetoric 

Civics  of  Iowa 

Civics  U.  S. 

Economics 

Vocal  Music 

Drawing 

Reading 

Talks  on  Didactics  three  times  a week. 

Physics 

Physics 

Physics 

School  Management 

Sch’l  Manag’t  Prim.  Methods 

3d  yr.  General  History 

General  History 

Botany 

Drawing 

Geometry 

Geometry 

It  is  expected  that  there  will  be  drills  throughout  the  entire 
course  in  spelling  and  penmanship. 

By  “term”  is  meant  a period  of  twelve  weeks. 


FOR  THE  TRAINING  OF  TEACHERS. 


9 


A MORE  EXTENDED  COURSE. 


FIRST  TERM 

SECOND  TERM 

THIRD  TERM 

Arithmetic 

Arithmetic 

Arithmetic 

Grammar 

Grammar 

Grammar 

1st  yr.  Geography 

Geography 

U.  S.  History 

Penmanship 

Penmanship 

Drawing 

Reading 

Reading 

Orthography 

U.  S.  History 

Civics  of  Iowa 

Civics  U.  S. 

English 

English 

English 

2d  yr.  Physiography 

Physiology 

Nature  Study 

Talks  on  School 

Talks  on  Methods  Prim.  Methods 

Management 

of  Teaching 

Music 

Music  & Drawing  Drawing 

Algebra 

Algebra 

Algebra 

Gen’l  History 

Gen’l  History 

Gen’l  History 

3d  yr.  Bookkeeping 

Bookkeeping  x/2 

Botany 

English 

Botany  ^4 

English 

Drawing 

Drawing  & Music 

Music 

Physics 

Physics 

Physics 

Reviews  of  Common 

Geometry 

Geometry 

Branches 

4th  yr.  Economics 

Economics 

Reviews  of 
Com.  Branch’s 

Didactics 

Didactics 

Didactics 

Practice  Teaching 

Practice  Teach’g 

Prac’e  Teach’g 

10 


MANUAL  FOR  ACCREDITED  SCHOOLS 


ORTHOGRAPHY. 

The  value  of  this  outline,  like  all  other  outlines,  will  depend 
largely  upon  the  use  made  of  it.  To  create  a greater  interest 
in  the  study  of  orthography,  a brief  history  of  the  English 
language  should  precede  its  analysis.  This  will  lead  the  pupil 
to  see  the  beauty  of  the  English  language  as  a whole,  and  at 
the  same  time  give  a desire  for  correct  spelling,  the  most 
important  thing  to  be  attained  in  the  study  of  orthography. 

Teachers  should  consider  carefully  the  subject  of  spellings 
and  note  the  emphasis  given  to  it  in  the  pages  immediately 
following  the  outline  of  the  History  of  the  English  Language. 


THE  HISTORY  OF  THE  ENGLISH  LANGUAGE. 

I.  The  origin  of  language. 

1.  Necessity  of  speech. 

2.  Theories  of  its  origin. 

3.  The  earliest  known  languages. 

II.  The  families  of  languages. 

1.  The  Semitic. 

(1)  Chief  divisions. 

2.  Indo-European. 

(1)  Chief  divisions. 

III.  Rise  of  English  language. 

1.  Early  England. 

(1)  The  Celts. 

(2)  The  Romans  in  England. 

(3)  The  Angles  and  Saxons. 

(4)  The  Danes. 

(5)  The  Norman-French. 

2.  The  fusing  of  these  elements. 

3.  Growth  of  the  language. 

(1)  Education. 

(2)  Commerce. 

(3)  Science. 

(4)  Invention. 

IV.  Chief  elements  of  English  language. 

1.  The  Anglo-Saxon. 

(1)  Characteristics. 

(2)  Extent. 

2.  The  classical. 

(1)  Sources. 

(2)  Extent. 


FOR  THE  TRAINING  OF  TEACHERS. 


11 


ORTHOGRAPHY  AND  ORTHOEPY. 

I.  Definitions.  See  any  good  text. 

Certain  definitions  are  absolutely  essential. 

They  must  be  learned  and  used. 

II.  Elementary  sounds, 

1.  Definition 

2.  List  of  elementary  sounds. 

3.  Classification. 

(1)  Vowel  sounds  or  vocals. 

(2)  Consonant  sounds. 

a.  Subvocal  sounds. 

b.  Aspirate  sounds. 

(3)  Cognate  sounds. 

4.  Formation  of  elementary  sounds. 

(1)  Labials. 

(2)  Dentals. 

(3)  Linguals. 

(4J  Palatals. 

Give  illustrations,  classify  many  sounds,  and  see  that 
relation  of  name  to  sound  is  clearly  understood. 

5.  Combination. 

(1)  Diphthongs. 

a.  There  are  but  two  diphthongal  sounds. 

, (2)  Digraphs. 

a.  There  are  twenty-four  digraphs. 

(3)  Double  consonants. 

III.  Letters. 

1.  Vowels. 

(1)  Let  pupils  make  lists  of  words  from  memory  illus- 
trating various  vowel  sounds. 

2.  Consonants. 

(1)  Subvocal  letters. 

(2)  Aspirate  letters. 

(3)  Cognate  letters. 

3.  Forms  of  letters. 

(1)  Capitals. 

a.  Rules  for  capitals  reviewed  and  applied. 

(2)  Small  letters. 

4.  Diacritical  marking. 

(1)  Names  of  marks. 

(2)  Use  of  marks. 

(3)  Give  much  practice  here  in  marking  and  spelling 

typical  words. 

(4)  The  pupil  must  now  begin  to  parse  words. 


12 


MANUAL  FOR  ACCREDITED  SCHOOLS 


IV.  Words. 


1.  Origin. 

(1) 

Primitive. 

(2) 

Derivative. 

By  intellige 

stood. 

2.  Kinds, 

definitions. 

(1) 

Simple. 

(2) 

Compound. 

(3) 

Synonym. 

(4) 

Homonym . 

(5) 

Antonym. 

(6) 

Paronym . 

>nt  drill,  see  that  these  divisions  are  under- 
Use  dictionary  constantly. 


3.  Syllabication. 

(1)  English  method — advantages. 

(2)  American  method— advantages. 

(3)  Monosyllable. 

(4)  Dissyllable. 

(5)  Polysyllable. 

4.  Pronunciation. 

(1)  Articulation. 

(2)  Enunciation. 

(3)  Accent. 

(4)  Unaccented  vowels. 

(5)  Rules  for  pronunciation . 

(6)  Use  of  silent  letters. 

(7)  Use  of  dictionary . 

Many  teachers  are  unable  to  use  the  dictionary  to  the 
best  advantage,  simply  because  they  do  not  know 
how.  Master  it  and  encourage  its  constant  use. 

5.  Spelling. 

(1)  By  sound. 

(2)  By  letter. 

a.  Oral  spelling. 

b.  Written  spelling. 

(3i  Rules. 

Spelling  should  receive  much  attention  throughout  the 
entire  course. 

6.  Word  analysis. 

(1)  Precede  this  work  by  a review  and  further  study  of  the 

history  of  the  language. 

(2)  Parts  of  words,  as  root,  prefix,  suffix. 

(3)  Steps  in  analysis. 

a.  Classify  according  to  form,  origin,  syllables. 

b.  Give  primitive  parts,  with  meaning. 

c.  Give  meaning  of  entire  work. 


FOR  THE  TRAINING  OF  TEACHERS. 


13 


THE  TEACHING  OF  SPELLING. 

Good  results  in  spelling  are  absolutely  impossible  unless 
teacher  and  pupils  feel  the  importance  of  it.  How  many  pupils 
fail  to  enter  the  high  school  on  account  of  their  inability  to 
spell?  Too  many  times  high  school  teachers  feel  that  the  grade 
teachers  are  alone  responsible  for  the  spelling.  Too  many  times 
higher  institutions  feel  that  the  secondary  schools  are  entirely 
responsible  for  the  spelling,  and  poor  spellers  are  constantly 
graduating.  Does  not  every  teacher  have  some  responsibility 
for  the  correct  English  of  his  pupils? 

The  poor  speller  that  gets  into  the  high  school  should  be  made 
to  feel  that  this  defect  in  his  scholarship  must  be  corrected  at 
once.  He  should  be  required  to  begin  this  task  without  delay 
even  though  other  branches  have  to  be  deferred.  The  teacher 
should  seek  to  have  his  pupils  take  pride  in  the  absolute  accu- 
racy of  their  work.  Pupils  should  strive  to  have  every  word 
that  they  use  correct  as  to  meaning,  pronunciation,  and  form. 

The  Western  Teacher  recently  gave  some  facts  full  of  interest 
touching  the  spelling  of  high  school  pupils.  A teacher  selected 
a list  of  a hundred  words  from  primers  and  first  readers.  This 
list  was  given  to  many  high  schools  as  a test.  In  no  school  did 
seventy -five  per  cent  of  the  pupils  make  a perfect  grade.  In 
many  schools  less  than  fifty  per  cent  were  able  to  make  such  a 
grade.  This  is  the  list: 


to 

red 

flower 

hoped 

two 

read 

ant 

hopped 

too 

pail 

aunt 

where 

here 

pale 

blue 

robin 

hear 

nose 

blew 

rabbit 

see 

knows 

would 

wagon- 

sea 

tale 

wood 

running 

four 

tail 

haul 

water 

fore 

there 

hall 

swimming 

so 

their 

fare 

which 

sew 

deer 

fair 

seem 

sow 

dear 

meet 

stopping 

by 

no 

meat 

until 

buy 

know 

hour 

write 

14 


MANUAL  FOR  ACCREDITED  SCHOOLS 


of 

new 

off 

knew 

I 

sale 

eye 

sail 

son 

bear 

sun 

bare 

any 

led 

ate 

lead 

eight 

pain 

sum 

pane 

some 

flour 

our 

right 

rains 

lamb 

reins 

many 

fly’s 

through 

flies 

threw 

bow 

rode 

bough 

road 

boys 

rowed 

boy’s 

limb 

rose 

Wednesday 

rows 

February 

These  words  should  be  given  in  phrases  or  in  sentences. 

The  results  mentioned  in  the  above  test  show  plainly  that  a 
pupil’s  spoken  vocabulary  is  often  much  larger  than  his  written 
vocabulary.  Such  tests  should  be  carried  on  through  all  the 
grades.  Words  should  be  selected  from  all  the  text-books  that 
the  pupil  uses.  From  such  exercises  the  pupil  learns  much 
more  than  the  particular  words  pronounced.  He  learns  to 
observe  closely,  to  see  words  as  they  are,  and  to  note  the  cor- 
rect use  of  words.  It  is  a very  useful  exercise  to  place  a list  of 
words  upon  the  board  each  week  for  the  pupils  to  master.  The 
list  should  not  be  too  long.  Twenty  or  thirty  may  be  a fair 
average.  These  lists  should  be  selected  from  words  that  the 
pupils  would  be  likely  to  use.  The  spelling,  pronunciation,  and 
meaning  of  the  words  should  be  mastered.  One  test  should  be 
the  ability  of  the  pupils  to  use  the  words  correctly  in  sentences. 
The  other  words  that  the  pupils  must  use  in  the  construction  of 
the  sentences  are  a great  aid  in  learning  to  spell.  This  exercise 
carried  on  through  a year  gives  a pupil  a greatly  increased 
vocabulary,  carried  on  through  a series  of  years  gives  a pupil 
a large  vocabulary. 

Too  frequently  pupils  fail  to  make  the  most  of  their  text- books 
because  they  have  not  mastered  the  words  in  them  and  possibly 
take  no  pride  in  doing  this.  If  pupils  know  that  at  stated  intervals 
they  will  be  required  to  take  tests  in  spelling  from  the  books 
that  they  are  constantly  using,  they  will  cultivate  the  habit  of 
accuracy  from  close  observation.  Here  is  an  illustrative  list  of 
words  that  pupils  are  using  frequently  in  the  seventh  and  eighth 
grades : 


calendar 

miscellaneous 

apothecaries 

eighteenth 


vegetation 

manufactories 

equator 

parallel 


impersonal 

derivative 

apostrophe 

petroleum 


FOR  THE  TRAINING  OF  TEACHERS. 


15 


longitude 

equinoctial 

gas 

multiple 

hemispheres 

antarctic 

denominator 

continental 

monsoon 

promiscuous 

detritus 

cyclones 

mercantile 

atmospheric 

savagery 

salary 

artesian 

drainage 

annual 

terraces 

alligators 

definition 

inclination 

monkeys 

circumference 

alluvium 

gorges 

antecedent 

axis 

glacial 

consequent 

capricorn 

capitol 

principal 

equatorial 

capital 

principle 

participial 

territories 

decimal 

abbreviated 

tobacco 

infinitive 

interrogative 

commerce 

participle 

auxiliaries 

industrial 

subjective 

apposition 

governor 

longitude 

possessive 

legislature 

latitude 

analyzing 

judicial 

agriculture 

potential 

bureau 

peninsula 

subordinate 

executive 

superintendent 

predicate 

secretary 

treasurer 

attribute 

diameter 

sheriff 

transitive 

sediment 

coroner 

imperative 

beach 

temperature 

complement 

equinox 

plateau 

concessive 

boundaries 

manufacturing 

causal 

Geographical  names  should  be  added  to  this  list  when  pupils 
are  pursuing  the  study  of  geography.  When  pupils  study  the 
names  of  the  townships  of  their  own  county,  should  they  not  be 
able  to  spell  them  all?  Should  pupils  not  be  able  to  spell  the 
names  of  the  counties,  rivers,  and  chief  towns  of  their  own  states? 
Some  of  these  names  should  be  included  in  the  test. 

The  teacher  who  assumes  that  his  pupils  can  spell  the  words 
that  have  been  given  in  these  lists  will  find  himself  mistaken  if 
he  gives  a test.  There  should  be  some  required  standard  in 
spelling  for  admission  into  the  high  school,  and  all  other  schools. 
There  should  also  be  some  definite  standard  in  spelling  before 
graduation.  Tests  in  spelling  should  be  a part  of  the  regular 
work  of  any  high  school  and  these  should  be  continued  to  the 
very  close.  Teachers  of  English,  especially,  should  give  em- 
phasis to  this  part  of  the  work. 

Suppose  the  class  has  studied  two  popular  American  classics, 
“Rip  Van  Winkle,”  and  “The  Legend  of  Sleepy  Hollow.”  After 
these  stories  have  been  studied  as  literature,  the  plots,  characters, 


]6 


MANUAL  FOR  ACCREDITED  SCHOOLS 


and  the  settings  have  been  considered  and  the  beauty  of  the* 
rhetoric  has  been  pointed  out,  let  it  be  understood  that  the- 
pupils  must  also  pass  a test  in  spelling.  The  result  will  be  that 
the  pupils  will  read  the  selections  with  more  attention  to  individ- 
ual words,  they  will  look  up  many  words,  they  will  get  a better 
understanding  of  many  sentences.  The  words  that  they  will 
learn  to  spell  will  be  but  a part  of  the  benefit  to  be  derived  from 
the  exercise.  They  will  form  the  habit  of  studying  words.  Here 
is  a list  taken  from  the  two  selections : 


fairy 

perambulations 

revolutionary 

latticed 

Hessian 

tyranny 

siege 

skimmed 

wizard 

fiery 

squadron 

legendary 

village 

pattern 

migration 

galligaskins 

gobbling 

incessant 

breeches 

chivalrous 

embarrassment 

preceding 

wagon 

running 

amphitheater 

piazza 

authoritative 

dominie 

accompanying 

conscientious 

beverage 

Herculean 

discrimination 

robbed 

rantipole 

chastisement 

rheumatism 

whirligigs 

holiday 

tripped 

querulous 

anaconda 

connubial 

cruller 

grievous 

phlegm 

pyramid 

magnanimously 

haranguing 

sequestered 

harbinger 

recollections 

peitinacious 

ghastly 

descendant 

antiquity 

galloping 

politician 

Great  Britain 

stomacher 

tranquillity 

martial 

unwieldy 

reverie 

termagant 

turkeys 

propensity 

pigeons 

pedagogue 

improvement 

antique 

gizzard 

Connecticut 

transient 

imagination 

birch 

incomprehensible 

Tennessee 

inapplicable 

jerkins 

spinning 

conning 

naturally 

caprices 

potentates 

disappeared 

occurred 

tough 

squirrel 

whimsical 

consolatory 

sassafras 

viciousness 

revenue 

grieved 

nipped 

maintenance 

metamorphosed 

queued 

whilom 

Babylonish 

tethered 

psalmody 

doling 

coquettish 

spinning 

neighborhood 

melancholy 

FOR  THE  TRAINING  OF  TEACHERS. 


17 


If  the  class  takes  up  the  “Blithedale  Romance,”  it  will  soon 
come  across  such  words  as  these : 

anemones 
epitome 
delectable 
mendacious 
apertures 
dissimilitude 
millennium 
rhythm 
clairvoyant 
inexpressibly 

Some  of  these  words  may  be  difficult  for  high  school  pupils. 
They  can  be  mastered  by  work  and  it  is  a good  thing  for  pupils 
and  teachers  to  understand  that  it  takes  work  to  become  a good 
English  scholar. 

Teachers  should  be  exceedingly  careful  to  mark  all  mis- 
spelled words  that  appear  in  the  manuscripts  of  their  pupils. 
Much  has  been  accomplished  when  pupils  take  pride  in  having 
every  word  exactly  right.  In  two  examination  papers  that  have 
equal  merit  in  technical  knowledge,  the  teacher  should  always 
make  a distinction  in  favor  of  the  paper  that  has  no  misspelled 
words. 

Frequent  dictation  exercises  to  be  written  on  the  blackboard 
do  much  to  improve  pupils  in  spelling.  The  spelling  book  may 
have  a place  in  many  high  schools.  The  teacher  must  realize 
that  there  is  much  more  to  do  than  simply  to  pronounce  words; 
and  to  grade  the  papers.  Every  lesson  should  call  out  some 
discussion  as  to  the  meaning  and  use  of  words.  The  teacher 
should  be  a constant  inspiration  to  pupils  to  strive  after  excel- 
lence in  the  work. 

The  rule  for  dropping  the  final  “e”  and  the  rule  for  doubling- 
the  final  consonant  should  be  thoroughly  taught  and  exemplified. 
Many  who  consider  themselves  good  spellers  make  mistakes  in 
this  kind  of  derivatives.  * 

Along  with  the  practical  work  of  spelling  there  are  several 
kindred  subjects  that  should  receive  attention.  These  subjects 
are  the  classification  of  the  letters,  the  ordinary  diacritical 
marks,  the  classification  of  words,  the  growth  of  language,  and 
the  history  of  the  English  language.  How  much  of  this  should 
be  taught  in  connection  with  reading,  composition,  grammar, 


effeminacy 

scythe 

ceremonial 

communitarians 

anomaly 

exuberance 

Pantisocracy 

unserviceable 

cannel 


2 


18 


MANUAL  FOR  ACCREDITED  SCHOOLS 


and  actual  spelling  exercises  depends  upon  circumstances.  A 
wide  field  of  inquiry  and  study  is  here  opened  and  pupils  should 
be  encouraged  to  enter  it. 


READING. 

The  mere  calling  of  printed  words  is  not  reading.  It  is  only 
when  the  reader  gets  the  thought  which  words  convey  that  he 
reads.  We  often  think  without  making  our  thoughts  known  to 
others  by  speaking,  and  so  we  often  read  a page  without  speak- 
ing the  words.  Getting  the  thought  without  expressing  it,  is 
silent  reading.  Getting  the  thought  and  expressing  it  so  that 
others  may  understand  it,  is  oral  reading. 

A reader  cannot  properly  express  a thought  which  he  does 
not  have  in  his  own  mind,  so  a good  oral  reader  must  first  be  a 
good  silent  reader.  There  are  many  persons  who  cannot  read, 
and  yet  they  can  think  and  talk.  All  the  books  and  papers  with 
their  true  and  beautiful  stories,  mean  nothing  to  them,  because 
they  have  not  learned  the  printed  forms  of  words. 

This  outline  is  intended  to  be  suggestive  only.  It  contains  a 
method  of  causing  pupils  to  get  the  thought  from  the  printed 
page,  and  to  express  it  in  such  a manner  that  the  hearer  will 
understand.  This,  the  author,  believes  to  be  the  real  object  of 
oral  reading. 

OUTLINE. 

I . Preparatory  to  the  reading  lesson  proper. 

1 . Author’s  life  and  circumstances  under  which  selection  was 

written. 

2.  If  selection  is  a cutting,  study  of  the  whole  for  setting. 

3.  If  historical,  discussion  of  events,  bearing  upon  selection. 

4.  Side  lights  furnished  by  supplementary  reading  from  history 

or  literature  that  will  add  to  the  interest  and  vividness  of 
selection  and  present  it  in  its  true  setting. 

Note — The  best  of  literature  should  be  selected  for  study  in  order 
to  cultivate  a love  and  appreciation  for  good  literature.  The 
supplementary  reading  should  be  assigned  to  different  pupils  to 
report  upon. 


FOR  THE  TRAINING  OF  TEACHERS. 


19 


II.  How  to  study  the  reading  lesson. 

1.  Read  selection  as  a whole  to  get  general  idea. 

2.  Use  the  dictionary  for  the  pronunciation  and  meaning,  present 

and  original,  of  unfamiliar  words. 

3.  Supplementary  reading  for  setting. 

4.  Read  selection  again  for  definite  pictures. 

(1)  Of  characters — physical  and  mental  characteristics. 

(2)  Of  scenes,  places  described,  etc. 

5.  Read  aloud  to  give  to  others  what  has  been  obtained  from 

printed  pages. 

Note— The  first  two  outlines  are  to  be  suggestive  rather  than 
lessons.  The  first  to  suggest  how  the  lesson  can  be  made  most 
interesting  and  profitable  in  the  class-room.  The  second  to 
suggest  to  the  students  how  to  study  any  lesson. 

III.  Thought  conception. 

1.  Relation  of  thought  values. 

(1)  Making  the  points  in  each  separate  thought  stand  out 

clearly. 

(2)  Relating  to  the  subordination  of  thoughts  which  should 

be  subordinated  and  making  prominent  the  thoughts 
which  should  be  prominent.  Selection  to  be  used, 
Fizziwig’s  Ball. 

Note — To  be  brought  out  by  clear  comprehensive  questions  and 
explanations  by  the  teacher.  A question  for  thought  values  often 
brings  a response  to  thought  and  secures  stronger  expression. 

2.  Emphasis  and  tone. 

(1)  Take  the  sentence,  ‘ ‘Yes,  he’s  nice,”  for  work,  giving 
it  with  different  thoughts  back  of  the  words. 

a.  Show  first  that  he  is  nice  but  others  of  his 

family,  or  people  of  whom  you  have  been 
speaking,  are  not. 

b.  Show  that  he  is  nice  but  that  there  is  a reserva- 

tion and  you  do  not  approve  of  him  notwith- 
standing his  good  qualities. 

c.  Show  that  you  think  he  is  nice  without  any 

reservation . 

d.  Show  that  you  are  willing  to  admit  that  he  is 

nice  but  that  you  do  not  wish  to  commit 
yourself  fully. 

e.  Take  other  words  and  phrases,  supplying  dif- 

ferent motives  for  their  presentation.  Exam- 
ples: ‘‘Yes,”  ‘‘Good  morning,”  ‘‘I  think 
so,”  “John  said  he  would  go,”  etc. 

3.  Apprehension  and  comprehension  of  thought. 

(1)  Training  of  eye  to  grasp  thought  from  printed  page 

readily. 

(2)  Of  mind  to  hold  the  thought  while  giving  it  orally. 

(3)  Of  voice  to  give  the  intellectual  tone  color  to  the  words 

which  only  comes  with  full  realization  of  what  they 
mean. 


20 


MANUAL  FOR  ACCREDITED  SCHOOLS 


4.  Illustrative  drill  on  words  and  phrases,  showing  the  difference 

between  giving  them  with  tone  color,  or  suggesting  this 
meaning  in  the  voice,  and  without.  Examples  for  practice 
work:  Cold,  bleak,  warm,  strong,  one  hundred  years  old, 
dangerous  illness,  light  as  a feather,  a good  man,  etc., 
illustrated  by  teacher,  and  then  class  drill  and  individual 
drill. 

5.  Mechanical  aids  to  clear  conception. 

(1)  Punctuation  as  an  aid  to  mental  grasp  of  author's 

thoughts. 

(2)  Errors  in  teaching  punctuation  as  an  aid  to  oral  inter- 

pretation. 

(3)  Time.  The  difference  between  “rhetorical  pauses” 

and  taking  time  to  get  the  author’s  thought  in  all 
its  fullness  and  giving  the  class  time  to  get  one 
thought  from  reader  before  being  carried  on  to  the 
next. 

(4)  Value  of  the  suggestiveness  of  hearing  good  readers 

read . 

(5)  Bad  results  of  imitation  in  reading. 

IV.  Picture  work. 

1.  Out  of  sense  materials — hills,  roads,  scenes,  etc. — which  class. 

have  seen  to  construct  the  pictures  set  forth  in  selection. 

2.  From  experience  in  real  life  or  through  the  imagination  to  see 

the  situations  and  action  of  selection. 

Selection — Summer  Storm. 

3.  From  characters  in  real  life,  books  and  imagination  to  con- 

struct characters  in  selection  and  respond  to  them. 

(1)  Physical  characteristics. 

(2)  Mental  characteristics. 

Selection  — Pickwickians  Take  a Drive. 

4.  To  form  ideal  sounds,  listen  to  them  and  respond  to  them. 

(1)  Recalling  sound  from  memory. 

(2)  Forming  purely  ideal  sounds  from  imagination. 
Selection — Organ  music. 

In  connection  with  this  might  be  given  some  voice  work,  using  the 
resonant  syllables  mon,  mon,  mine  on  different  pitches,  taking 
teacher’s  voice  for  ideal  at  first.  Careful  formations  with  the 
lips  to  be  observed  to  bring  the  voice  forward  and  round  the 
tones.  Other  syllables,  such  as  ‘To,”  ‘‘ring,”  ‘‘no,”  etc.,, 
may  be  used  in  the  same  way. 

V.  Directing  thoughts  to  class. 

1.  Forgetfulness  of  self  in  message. 

2.  Directing  thoughts  to  some  one,  first  to  teacher  or  class-mate,  in- 

a natural,  conversational  style. 

3.  Carrying  it  further  and  including  the  whole  class. 

Selection — Dinner  at  the  Cratchett’s. 

Note — This  step  is  intended  to  insure  the  pupil  against  affectation 
and  absurdities  of  speech  and  bring  simplicity  and  directness. 


FOR  THE  TRAINING  OF  TEACHERS. 


21 


4.  By  pupil’s  will  to  command  the  attention  of  the  class. 

(lj  To  be  accomplished  by  imagining  situations  that  would 
be  an  incentive — that  he  is  the  orator  on  a great 
occasion — that  the  class  are  children  who  must  be 
entertained,  etc. 

Selection— The  Revelation  of  a Stone. 

5.  To  accomplish  the  purpose  of  the  author  and  produce  the 

effects  upon  the  listeners’  minds  that  the  author  intended  to 

be  produced  in  the  minds  of  his  readers. 

Selection — Toussaint  L’Ouverture. 


VI. 


Life.  Response  to  thought  in  body. 

1.  Illustrated  by  teacher  taking  a sentence  at  a time  and  giving  it 

with  life  and  without. 

2.  Drill  work  with  class  taking  a sentence  at  a time  and  giving  it 

with  life  and  without. 

3.  Work  with  individuals  the  same  way. 

Examples:  ‘‘Go!”  ‘‘Halt!”  ‘ ‘Down  with  the  traitor!” 

4.  Vigor.  Carrying  the  preceding  suggestions  further.  The 

emotions  to  be  more  strongly  aroused  and  the  will  trans- 
ferring emotions  and  pictures  to  hearers.  Life  providing 
definite  form  and  carrying  power  so  that  it  reaches  the 
farthest  hearer. 

Selection— The  Boat  Race. 

5.  Momentum.  Work  for  carrying  power  in  selections  that  do 

not  aid  in  giving  life.  Have  pupils  learn  paragraphs  in 
selection  that  they  may  be  perfectly  free  to  respond  fully 
with  body  as  well  as  with  voice. 

Selection— Exile  of  the  Acadians. 


VII.  Sight  reading. 

Practical  application  of  thought  method  to  enable  readers  to  grasp 
new  thoughts  and  forms  readily  and  to  give  to  others  with 
expression  what  has  been  obtained  from  printed  page,  without 
preparation. 


PENMANSHIP. 

In  this  age  educational  effort  is  continually  directed  toward 
making  the  best  possible  environment  for  the  pupil.  It  has 
taken  years  for  school  officials  to  learn  that  the  school  is  for  the 
pupil,  and  not  the  pupil  for  the  school.  School  appliances, 
methods  of  discipline  and  teaching  wherein  the  welfare  of  the 
pupil  has  not  been  of  supreme  importance,  have  been  left  behind 
in  the  onward  march  of  progress.  Advancement  in  science  has 


22 


MANUAL  FOR  ACCREDITED  SCHOOLS 


revealed  many  obstructions  in  child’s  educational  career,  and 
the  end  is  not  yet.  Every  innovation  has  met  with  resistance, 
and  the  comparatively  new  system  of  penmanship  is  by  no 
means  an  exception. 

This  is  no  place  to  discuss  the  merits  of  the  vertical  system 
of  penmanship;  neither  is  it  necessary  to  show  that  our  parents 
are  deformed  mentally  and  physically  because  they  were  com- 
pelled to  write  by  the  old  time  system  of  penmanship. 

Suffice  it  to  say  that  system  is  only  a means  to  an  end,  and 
vertical  penmanship  will-  make  a permanent  place  for  itself  or  be 
entirely  lost,  regardless  of  the  attitude  of  the  writer  in  preparing 
this  outline.  Because  this  outline  presents  more  fully  the  slant 
system,  it  must  not  be  construed  as  failure  on  the  part  of  the 
author,  to  endorse  the  vertical  system  of  penmanship. 

The  ability  to  express  one’s  thoughts  with  the  greatest  ease, 
speed  and  legibility  must  ever  be  the  criterion  of  good  penman- 
ship; the  means  to  that  end  is  a matter  for  the  teacher  to  deter- 
mine. 


OUTLINE, 


I.  Object. 

1.  Means. 

(1)  Of  communication. 

(2)  Of  expression  in  permanent  form . 

(3)  Of  developing  the  artistic. 


II. 


Mechanics. 

1 . A symbol  for  each  separate  idea. 

2.  Characters  used  to  be  combined  into  words  representing  ideas. 

3.  Alphabet. 

(1)  Meaning  of  the  word. 

(2)  Origin  of  the  characters  composing  the  alphabet. 

(3)  Changes  toward  simplicity. 

(4)  Names  of  characters. 

a.  Letters. 

* (a)  Capitals. 

1.  Origin. 

2.  General  use  of  capitals. 

3.  Changes. 

4.  Classification — based  on  princi- 

ples. 

(b)  Small. 


1.  Origin. 

2.  Changes. 

3.  Classification — based  on  the  pre- 

vailing principles. 


FOR  THE  TRAINING  OF  TEACHERS. 


28 


III.  Materials. 

1.  Importance  of  having  suitable  material. 

2.  Kinds  of  desks,  pens,  penholders,  paper,  ink,  etc.,  best  suited 

for  the  various  grades. 

3.  Use  of  slates  and  pencils  should  be  discouraged. 

4.  The  blackboard. 

(1)  Its  importance. 

a.  In  teaching  form. 

b-  In  developing  movement. 

c.  In  forming  habits  of  neatness. 

d.  In  giving  general  instruction  and  criticism. 

5.  Copy  books. 

(1)  Useful  in  unifying  school  in  ideas  of  form. 

(2)  Their  use  may  be  limited  to  lower  grades. 

(3)  Disadvantages  from  exclusive  use. 

(4)  Advantages  gained  by  copies  written  by  teacher;  the 

use  of  practice  paper. 

IV.  The  writing  exercise. 

1.  Signals  for  opening. 

(1)  Position  at  desk. 

a.  Body. 

b.  Feet. 

c.  Arms. 

d.  Wrist  and  hand. 

(2)  Arrangement  of  copy. 

(3)  Opening  of  ink  stand. 

(4)  Position  of  pen. 

(5)  Movements.  Descriptions. 

a.  Finger  movement.  The  finger  movement  con- 

sists in  the  action  of  the  first  and  second 
fingers,  and  the  thumb.  It  is  used  chiefly  in 
making  the  upward  and  downward  strokes,  as 
in  writing  small  i and  u.  The  finger  move- 
ment alone  is  too  limited  for  free  writing;  but 
will  be  found  useful  in  combination  with 
forearm  movement. 

b.  Forearm  movement.  The  forearm  movement 

consists  in  the  action  of  the  forearm  upon  its 
muscular  rest  near  the  elbow;  the  hand  glid- 
ing on  the  nails  of  the  third  and  fourth 
fingers.  It  may  be  employed  in  making 
strokes  in  any  direction,  but  is  especially 
adapted  to  carrying  the  pen  rightward,  and 
leftward  across  the  paper,  though  it  is  most 
efficient  in  combination  with  the  finger 
movement. 


MANUAL  FOR  ACCREDITED  SCHOOLS 


24 


c.  Combined  movement.  The  combined  move- 

ment consists  in  the  united  action  of  the 
forearm,  hand  and  fingers,  the  forearm  act- 
ing on  its  muscular  rest  as  a center,  and 
sliding  the  hands  on  the  nails  of  the  third 
and  fourth  fingers,  while  the  first  and  second 
fingers  and  thumb  extend  and  contract  in 
forming  upward  and  downward  strokes. 
This  movement  answers  the  requirements  of 
business  use  better  than  any  other.  It 
combines  the  free  untiring  sweep  of  the 
forearm,  with  a delicate  shaping  power  of 
the  fingers,  thereby  securing  ease  and 
accuracy. 

d.  Whole-arm  movement.  The  whole-arm  move- 

ment consists  in  the  use  of  the  whole  arm 
from  the  shoulder,  the  elbow  being  raised 
slightly  from  the  desk,  and  the  hand  sliding 
on  the  nails  of  the  third  and  fourth  fingers. 
This  movement  is  not  to  be  used  in  public 
schools,  as  it  is  mainly  used  for  striking 
large  capitals,  and  flourishes,  which  things 
are  not  in  the  province  of  business  writing. 
However,  blackboard  practice,  employing 
whole-arm  movement,  is  doubtless  bene- 
ficial to  all  writers. 

(6)  Rhythm  in  writing. 

a.  Relation  of  ryhthm  to  movement  as  applied  to 

writing. 

b.  Rhythm  of  movement  may  be  secured. 

(a)  By  use  of  counting. 

(b)  By  use  of  metronome. 

(c)  By  use  of  music. 

(7)  Sequence  of  letter  forms. 

a.  From  simple  to  complex. 

b.  Letters  similar  in  form  in  consecutive  order. 

c.  Practice  more  on  small  letters  than  on  capitals. 

d.  Perfect  the  letter  before  leaving  it. 

(8)  Criticism. 

a.  General,  by  the  teacher. 

b.  Individual,  by  the  teacher. 

c.  Self-criticism,  by  the  pupil. 


v 


FOR  THE  TRAINING  OF  TEACHERS. 


25 


IV.  Benefits  of  thorough,  work  in  writing  should  be. 

1.  Physical. 

(1)  Makes  good  writing  a muscular  habit. 

(2)  Trains  the  eye  to  see  readily. 

2.  Mental. 

(1)  Develops  perception. 

(2)  Trains  artistic  taste. 

(3)  Develops  power  of  imitation. 

(4)  Trains  judgment. 

(5)  Increases  power  of  discrimination . 

(6)  Develops  power  to  image. 

(7)  Increases  will  power. 

3.  Correlation  of  penmanship . 

(1)  Penmanship  needs  to  be  correlated  with  all  branches 

requiring  written  work. 

(2)  Careful  work  at  all  times  when  writing  is  being  done, 

establishes  correct  habits  of  writing. 

~V.  Signals  for  Closing. 

Cease  writing. 

Clean  pens. 

Close  ink-stands. 


GEOGRAPHY. 

It  is  thought  that  if  this  outline  is  carefully  studied  it  will  give 
a real  knowledge  of  the  things  studied.  Great  emphasis  should 
be  placed  on  the  topography  of  a country  and  man’s  adaptation 
to  it.  It  is  hoped  a great  deal  of  stress  will  be  placed  on  the 
drawings  of  diagrams,  cross  sections  and  outlines.  Political 
divisions  are  most  quickly  and  satisfactorily  reviewed  by  rapid 
map  drawing.  For  the  work  on  land  forms  the  government 
survey  maps  are  specially  recommended.  Interest  is  gained 
through  field  trips,  lantern  slides,  and  small  collections  of  com- 
mon rocks  and  minerals. 


OUTLINE. 

I . Mathematical  geography. 

1.  Shape  of  earth. 

(1)  Oblate  spheroid  modified  into  a geoid. 

a.  Proofs. 

b.  Results. 

c.  Origin. 

(a)  Rotation. 


26 


MANUAL  FOR  ACCREDITED  SCHOOLS 


2.  Size  of  earth. 

(1)  Results. 

* (Commerce  possible  with  all  nations.) 

3.  Motions  of  the  earth . 

(1)  Rotation. 

a.  Direction. 

b.  Proofs. 

c.  Results. 

(a)  Day  and  night. 

1.  Longitude  and  time;  local  and 
standard . 

(b)  Direction  or  location 

1.  Poles. 

2.  Axis. 

3.  Equator. 

4.  Circumference. 

5.  Diameter. 

6.  Parallels. 

7.  Meridians. 

8.  Great  circle. 

9.  Small  circle. 

Pupils  to  find  latitude  and  longitude  of  various  places,  also  to  know 
methods  of  determining  latitude:  By  altitude  of  sun.  By  altitude  of 
north  star. 

(c)  Polar  flattening. 

Results:  variation  in  lergth  of  latitude  degrees. 

(2)  Revolution: 

a.  Relation  of  earth  to  sun. 

(a)  Distance  from. 

(b)  Length  of  orbit. 

Draw  orbit  on  floor  to  scale. 
Reference,  Dryer’s  Lessons  in  Phys. 
Geog. , page  18. 

b.  Relation  of  earth  to  other  planets. 

(Very  briefly.) 

c.  Position  of  axis  in  relation  to  plane  of  orbit. 

(a)  Results. 

1.  Seasons  as  results  of. 

2.  Variation  in  length  of  day  and 

night. 

(1)  In  frigid  zones. 

(2)  In  temperate  zones. 

3.  Variation  in  angle  at  which  sun’s- 

rays  strike  earth. 

4.  Variation  in  amount  of  atmos- 

phere sun’s  rays  pass  through. 

5.  Time;  year. 

6.  Zones: 

(1)  Width  of  each. 

(2)  Account  for. 


FOR  THE  TRAINING  01?  TEACHERS. 


27 


II.  Physical  geography. 

1.  Atmosphere. 

(1)  Properties  of  air. 

* (2)  Composition  of. 

(3)  Weight  and  height  of. 

(4)  Humidity. 

a.  Absolute. 

b.  Relative. 

c.  Capacity. 

d.  Saturation. 

(5)  Moisture  of  atmosphere. 

a.  Dew  and  frost. 

b.  Clouds  and  fog. 

c.  Rain  and  snow. 

(6)  Temperature  of. 

a.  Measurement  of. 

b.  Source  of  heat. 

c.  Methods  of  warning. 

(a)  Conduction. 

(b)  Convection. 

(c)  Radiation. 

d.  Variations  of. 

(a)  According  to  latitude. 

(b)  According  to  altitude. 

(c)  According  to  distance  from  sea. 

(d)  Due  to  winds  and  currents. 

e.  Mapping  of  temperature. 

(a)  Isotherms. 

(7)  Pressure  of  atmosphere. 

a.  How  measured? 

b.  How  mapped?  Isobars. 

c.  Results  of  differences  in  pressure. 

(8)  Winds  and  calms. 

a.  Prevailing  westerlies. 

b.  Trades. 

c.  Horse  latitude. 

d.  Doldrums. 

e.  Monsoons. 

f.  Land  and  sea  breezes. 

(9)  Storms. 

a.  Temperate  latitude  cyclones. 

b.  Tropical  cyclones. 

c.  Thunderstorms. 

d.  Tornadoes. 

(10)  Distribution  of  rain  and  snow. 

a.  Variation  with  latitude  and  altitude. 

b.  Distance  from  sea. 

c.  Relation  to  storm  centers. 


t 


28 


MANUAL  FOR  ACCREDITED  SCHOOLS 


2.  Oceans. 

(1)  Ocean  basins. 

a.  Location. 

b.  Topography  of. 

(2)  Continental  shelves. 

a.  Cause  of. 

b.  Location  of. 

(3)  Islands  in  ocean. 

a.  Kinds. 

(a)  Volcanic. 

(b)  Coral. 

(4)  Ocean  temperature. 

a.  Surface. 

b.  Bottom. 

(5)  Movements  of  ocean. 

a.  Waves. 

b.  Currents. 

(a)  Location  of  chief  eddies  and  streams 
and  currents. 

c.  Tides.  (Very  briefly.) 

d.  Creep. 

(Slow  movement  of  water  at  ocean  bottom 
from  poles  to  equator.) 

e.  Exploration  of. 

(a)  Methods. 

(6)  Benefit  to  man. 

3.  Lands. 

(1)  Plains. 

a.  Kinds. 

(a)  Costal  plains. 

(b)  Gradational  plains. 

1.  Aggradational. 

2.  Degradational. 

(2)  Plateaus. 

a.  Kinds. 

(a)  Lava. 

(b)  Uplifted  sea  bottoms  or  peneplains. 

(3)  Mountains. 

a.  Kinds. 

(a)  Block  mountains. 

(b)  Folded  mountains. 

(c)  Complexly  folded  mountains. 

(d)  Volcanic  mountains. 

Above  forms  to  be  studied  in  the  three  stages  of  youth,  maturity 
and  old  age.  Also  types  of  each  kind  and  stage  to  be 
carefully  studied.  Ref.  U.  S.  topographic  maps — especially 
folios  one  and  two. 


FOR  THE  TRAINING  OF  TEACHERS. 


29 


4.  Rivers  and  river  valleys. 

(1) 


5. 


Intensive  study  of  a typical  stream  to  bring  out  method 
of  valley  growth  and  development. 

Sources  of  streams. 

River  basins. 

River  divides. 

Waterfalls  and  rapids. 

a.  Cause. 

b.  Method  of  recession. 

c.  Man’s  use  of. 

Flood  plains. 

a.  Meanders. 

b.  Devees. 

c.  Deltas. 

Young,  mature  and  old  valleys. 

Glaciers. 

(1)  Intensive  study  of. 

a.  Alpine  glacier. 

b.  Greenland  glacier. 

Condition  necessary  for  formation  of. 

Work  of  a glacier. 

Evidences  of  glaciation  in  United  States, 
a.  The  drift. 


(2) 

(3) 

(4) 

(5) 


(6) 


(7) 


(2) 

(3) 

(4) 


(5) 

(6) 


(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

Effect  on  soils. 
Glacial  periods. 


Eskers. 
Drumlins. 
Overwash  plains. 
Moraines. 

Lakes. 

Rapids  and  falls. 


Ill . Political  geography. 

(For  study  of  North  America  and  other  continents.) 

1 . Position . 

(1)  Latitude. 

(2)  Longitude. 

2.  Size, 

(1)  Compared  with  other  continents. 

3.  Physiography. 

(I)  Account  for. 

a.  Highlands. 

b.  Lowlands. 

c.  Coasts. 

4.  Drainage. 

5.  Climate. 

Account  for 

(1)  Temperature. 

(2)  Rainfall. 

(3)  Winds.. 


30 


MANUAL  FOR  ACCREDITED  SCHOOLS 


IV. 


6.  Resources— Account  for. 

7.  Location  of  political  divisions. 

In  this  work  much  is  to  be  made  of  rapid  outline  work  from 
memory. 

Intensive  study  of  United  States. 

1.  Position. 

2.  Size. 

3.  Physiographic  regions. 


(1) 

(2) 

(3) 

(4) 

(5) 

(6) 
(?) 
(8) 
(9) 


V. 


Coastal  plain 
Piedmont  belt  I Fal1  hne' 

Alleghany  ridges. 

Alleghany  Plateau . 

Prairies. 

Laurentian  Highland. 

Ozark  Plateau. 

Ouachita  Mountains. 

Great  Plains. 

a.  Interruptions  to  Great  Plains. 

(a)  Black  Hills. 

(b)  Sand  Dunes. 

(c)  Bad  Lands. 

Red  River  Valley. 

Rockies. 

Columbia  Plateau. 

Colorado. 

Great  Basin. 

Sierra  Nevada. 

Cascades. 

Californian  and  Sound  Valleys. 

Coast  ranges. 

Study  above  regions  in  relation  to. 

1 . Position. 

2.  Origin. 

3.  Topography. 

4.  Climate. 

5.  Resources. 

Account  for  position  of  chief  cities  in  these  regions. 
References: — Mills  International  Geography,  page  719, 
Geography,  page  32. 

Intensive  study  of  France  as  type  for  any  country. 

1 . Position. 

(1)  In  reference  to  Europe. 

(2)  In  reference  to  United  States. 

(3)  In  reference  to  England 

(4)  In  reference  to  Mediterranean  Sea. 

(Use  Globe) 

Outline. 

Quick  drawing  of  and  location  of  boundaries. 


(10) 

(11) 

(12) 

(13) 

(14) 

(15) 

(16) 

(17) 

(18) 


Fryes 


2. 


FOR  THE  TRAINING  OF  TEACHERS. 


31 


3.  Surface. 

(1)  Of  Central  Plateau. 

(2)  Of  Paris  Basin. 

(3)  Of  Brittany. 

(4)  Of  Ardennes  Highland. 

(5)  Of  Landes. 

(6)  Of  Rhone  Valley. 

(7)  Of  Alps. 

(8)  Of  Pyrenees. 

4.  Drainage. 

(1)  Loire. 

(2)  Seine. 

(3)  Rhone. 

(4)  One  hundred  navigable  rivers.  Canals  connect  all 

principal  rivers.  Advantage? 

5.  Climate. 

Note  wide  range.  Advantage? 

<6.  Resources. 

(1)  Much  good  soil. 

a.  Growth  of. 

(a)  Wheat. 

(b)  Mulberry. 

(c)  Olive — why  important. 

(d)  Grape. 

(2)  Mineral  wealth. 

a.  Coal. 

b.  Iron. 

7.  Occupations. 

(1)  Agriculture. 

(2)  Manufacturing.  (Third  nation  in  the  world.) 

8.  Cities. 

(1)  Paris. 

a.  Population. 

b.  Compare  with  London. 

c.  Compare  with  New  York. 

d.  Compare  with  other  chief  cities  of  France 

9.  People  and  their  characteristics. 

10.  Government  (very  brief). 

11.  Large  army  and  navy — why? 

12.  Education. 

13.  Trade  with  United  States. 


32 


MANUAL  FOR  ACCREDITED  SCHOOLS 


ARITHMETIC. 

This  outline  pre- supposes  a fair  knowledge  of  the  facts  and 
the  principles  of  arithmetic.  This  the  average  high  school  pupil 
should  possess.  By  whatever  method  reached,  at  this  time  in 
the  pupil’s  experience,  he  ought  to  have  a knowledge  of  the 
fundamental  concepts  of  the  science,  and  enough  of  the  art  to 
give  him  comparative  speed  and  accuracy  in  performing  tho 
required  operations. 

The  work  here  presented,  if  not  the  most  valuable  considered 
either  from  a utilitarian  or  disciplinary  standpoint,  is  suf- 
ficiently important  to  deserve  a place.  The  instructor  must  give 
constant  attention  to  the  matter  and  method  of  the  subject,  that 
the  pupil  may  keep  in  mind  that  the  study  of  arithmetic  includes 
very  much  more  than  the  mere  solving  of  problems  under  the 
various  subjects.  It  should  call  out  a maximum  of  thought  and 
a minimum  of  mechanical  operations.  Much  attention  should 
be  given  to  the  synthesis  suggested  throughout  the  outline. 
This  will  give  a power  of  thought,  acquired  in  no  other  way. 
If  care  be  taken  to  have  the  problems  take  as  wide  a range  as 
possible,  the  exercise  will  give  the  pupil  a grasp  of  the  subject, 
which  cannot  be  obtained  by  solving  problems. 


I.  Definition. 


OUTLINE. 


II.  Value. 

1.  Disciplinary. 

2.  Utilitarian. 

III.  Notation. 

1.  Roman. 

(1)  Definition. 

(2)  Letters  used  and  their  values. 

(3)  Principles  governing  the  use. 

(4)  Drills  in  writing  numbers. 

2.  Arabic. 

(1)  Definition. 

(2)  Characters  used. 

(3)  Orders  of  units. 

(4)  Drills  in  writing  both  integers  and  decimals.. 


FOR  THE  TRAINING  OF  TEACHERS. 


88 


IV.  Operations  of  arithmetic 
Fundamental 
1 Addition. 

(1)  Definition. 

(2)  Terms  used. 

a.  Addends. 

b.  Sum. 

c.  The  sign.  Its  force  when  used  alone  and  when 

combined  with  multiplication,  division  or 
aggregation. 

(3)  Drills  for  rapid  work. 

a.  Speaking  the  sum  of  two  numbers  at  sight. 

b.  Speaking  the  sum  of  three  numbers  at  sight. 

(4)  Cases,  requiring  addition — synthesis  of  problems. 

(5)  Synthesis  of  problems,  also  solving  problems. 

2.  Subtraction. 

(1)  Definition. 

(2)  Terms  used. 

a.  Minuend. 

b.  Subtrahend. 

c.  Remainder.  Compare  with  addition. 

(3)  The  sign.  Force  when  used  alone,  and  when  com- 

bined with  other  signs. 

(4)  Drills  for  rapid  work. 

a.  Speaking  the  difference  between  two  number* 

at  sight. 

b.  Speaking  the  difference  between  one  number 

and  the  sum  of  two  others  at  sight. 

(5)  Cases  requiring  subtraction.  Synthesis  of  problems. 

(6)  Synthesis  of  problems,  also  the  solving  of  problems. 

3.  Multiplication. 

(1)  Definition. 

(2)  Terms  used. 

a.  Multiplicand. 

b.  Multiplier. 

c.  Product.  Compare  with  addition. 

(3)  The  sign.  Force  when  used  alone  and  when  combined 

with  other  signs. 

(4)  Drills  for  rapid  work. 

a.  Speaking  the  product  of  two  numbers  at  sight. 

b.  Speaking  the  sum  of  two  numbers  multiplied  by 

a third. 

c.  Difference  between  two  numbers  multiplied  by 

a third. 

(5)  Cases  requiring  multiplication.  Synthesis  of  problems. 


3 


84 


MANUAL  FOR  ACCREDITED  SCHOOLS 


4.  Division. 

(1)  Definition. 

(2)  Terms  used. 

a.  Dividend. 

b.  Divisor. 

c.  Quotient.  Compare  with  multiplication.  Com- 

pare with  subtraction. 

(3)  The  sign.  Force  when  used  alone  and  when  combined 

with  other  signs. 

(4)  Drills  for  rapid  work. 

a.  Speaking  the  quotient  from  two  numbers. 

b.  The  product  of  two  numbers  divided  by  a third. 

c.  The  sum  of  two  numbers  divided  by  a third. 

(5)  Cases  requiring  division.  Synthesis  of  problems. 
Secondary  operations. 

(1)  Factoring. 

a.  Division. 

b.  Divisibility  of  numbers. 

c.  Drills  on  numbers  below  100. 

d.  Drills  on  numbers  above  100. 

(2)  Cancellation. 

a.  Definition. 

b.  Drills. 

Note — Do  not  allow  the  numbers  to  be  crossed  out.  Make 
a thorough  drill  of  them. 

(3)  Common  civisors. 

a.  Definition. 

b.  Method  for  finding  compound. 

c.  Drills  in  the  inspection  method. 

d.  Synthesis  of  problems  requiring  the  finding  of 

the  G . C . D . 

(4)  Common  multiples. 

a.  Definition. 

b.  Method  for  finding  compound. 

c.  Drills  in  the  inspection  method. 

d.  Synthesis  of  problems  requiring  the  finding  of 

L.  C.  M. 

(5)  Involution. 

a.  Definition. 

b.  Index  of  power.  Simple  index.  When  the  index 

is  composite. 

c.  Finding  a power. 

d.  Drills  in  squaring  numbers  consisting  of  tens 

and  units  by  the  formula, 

T2+2  T U+U2 

e.  Drills  in  cubing  numbers  consisting  of  tens  and 

units  by  the  formula, 

T*+ 3 T2  U+3  T U2+U3 


FOR  THE  TRAINING  OF  TEACHERS. 


B5 


(6)  Evolution. 

a.  Definition. 

(a)  Square  root. 

1 . Define. 

2.  Square  root  from  factors. 

8X12X6  = 4X2X3. 

3.  Square  root  of  perfect  powers 

by  inspection,  by  reversing 
involution. 

4.  Common  process. 

(b)  Cube  root. 

1.  Definition. 

2.  Cube  root  from  factors. 

3.  Cube  root  of  perfect  powers  by 

inspection. 

4.  The  common  process. 

5.  The  principles  upon  which  appli- 

cations depend. 

6.  Synthesis  and  solutions  of  prob- 

lems requiring  the  extraction 
of  square,  cube,  fourth,  fifth 
and  nth  roots. 

Applications  of  arithmetical  operations. 

1 . Ratio . 

(1)  Define. 

(2)  Terms  used.  Antecedent, consequent, couplet, simple, 

compound. 

(3)  Sign  or  how  expressed. 

(4)  Principles  governing  a change  in  the  terms. 

2.  Proportion. 

(1)  Definition. 

(2)  Terms  used.  Antecedents,  consequents,  means, 

extremes,  mean  proportional,  simple  proportion, 
compound  proportion. 

(3)  Signs  or  how  expressed. 

(4)  The  principles. 

(5)  Forms  of  statement.  Proportion,  cause  and  effect, 

analysis. 

(6)  Its  application  to  measurement  of  wood,  masonry, 

carpeting,  similar  surfaces  and  similar  solids. 

(7)  Synthesis  and  solution  of  problems. 

3.  Partnership. 

(1)  Definition. 

(2)  Terms  used.  Simple  partnership,  compound  partner- 

ship, capital,  profit,  loss. 

(3)  Principles. 

a.  When  times  are  equal. 

b.  When  capitals  are  equal. 

c.  When  both  capital  and  time  are  unequal. 

(4)  Problems  to  illustrate.  Solved.  Common  and  metric 


measures. 


36 


MANUAL  FOR  ACCREDITED  SCHOOLS 


4.  Measures  of  extension. 

(1)  Definition. 

(2)  Common  table. 

(3)  Mariner’s  table. 

(4)  Metric  table. 

(5)  Drills  in  reduction. 

5.  Measures  of  surface. 

(1)  Definition. 

(2)  Common  table. 

(3)  Surveyor’s  table. 

(4)  Metric  table. 

(5)  Drills  in  reduction. 

6.  Measures  of  volume. 

(1)  Definition. 

(2)  Common  table. 

(3)  Metric  table. 

(4)  Drills  in  reduction. 

7 . Measures  of  capacity . 

(1)  Definition. 

(2)  Dry  measure. 

(3)  Liquid  measure. 

(4)  Apothecaries’  liquid  measure. 

(5)  Metric  measure. 

(6)  Drills  in  reduction. 

8.  Measures  of  weight. 

(1)  Definition. 

(2)  Avoirdupois  table. 

(3)  Apothecaries’  table. 

(4)  Troy  or  mint  table. 

(5)  Metric  table. 

(6)  Drills  in  reduction. 

9.  Miscellaneous  measures. 

(1)  Bunchings.  (Two  tables.) 

(2)  Time. 

(3)  Angular  space. 

(4)  Drills  in  reduction. 

(5)  Drills  in  fundamental  operations,  as  applied  to 

pound  numbers. 

(6)  Longitude  and  time. 

VI.  Fractions. 

1.  Definition. 

2.  Terms  used. 

(1)  Numerator. 

(2)  Denominator. 

(3)  Fractional  unit. 

(4)  Similar. 

(5)  Dissimilar. 


com- 


FOR  THE  TRAINING  OF  TEACHERS. 


87 


3.  Classes  of  fractions. 

(1)  As  to  value. 

(2)  Proper  and  improper. 

(3)  As  to  form. 

(4)  Simple,  compound  and  complex. 

4.  Reduction  of  fractions. 

(1)  To  lowest  terms. 

(2)  To  highest  terms. 

(3)  To  whole  or  mixed  numbers. 

(4)  Mixed  numbers  to  improper  fractions. 

(5)  Compound  to  simple. 

(6)  Complex  to  simple. 

(7)  Simple  to  continued. 

(8)  Continued  to  simple. 

(9)  To  a common  denominator. 

(10)  To  a decimal. 

(11)  Decimals  to  common  fractions.  (Give  thorough  drill 

on  the  above. ) 

5.  Fundamental  operations,  applied  to  fractions. 

(1)  Addition. 

a.  How  performed. 

b.  Synthesis  and  solving  of  problems. 

(2)  Subtraction. 

a.  How  performed  and  why. 

b.  Synthesis  and  solving  of  problems. 

(3)  Multiplication. 

a.  How  performed  and  why. 

b.  Synthesis  and  solving  of  problems. 

(4)  Division. 

a.  How  performed  and  why. 

b.  Synthesis  and  solving  of  problems. 

(5)  The  application  to  problems. 

a.  Given  the  whole  and  a fractional  part,  to  find 

the  value  of  that  part. 

b.  Given  the  fractional  part  and  its  value,  to  find 

the  whole. 

c . Given  the  whole , to  find  the  value  of  a fractional 

part  more  or  less  than  the  whole. 

d.  Given  the  value  of  a fractional  part  more  or 

less  than  the  whole  of  a thing,  to  find  the 
value  of  the  whole. 

e.  Given  the  relative  fractional  parts  and  the  value 

of  their  sum  or  their  difference,  to  find  the 
value  of  each . 

f.  Given  the  fractional  part  of  a fractional  part 

and  its  value,  to  find  the  value  of  the  whole. 

g.  Given  the  fractional  part  of  one  in  terms  of  a 

fractional  part  of  another  and  the  value  of 
the  sum  or  the  difference  of  the  numbers,  to 
find  the  numbers. 

h.  Form  problems  to  illustrate  each  of  these  and 

note  how  they  must  be  solved. 


88 


MANUAL  FOR  ACCREDITED  SCHOOLS 


VII.  Percentage. 

1.  Definition. 

2.  Its  relation  to  fractions  considered. 

3.  Terms  used.  Base,  rate  per  cent,  percentage,  amount, 

difference.  Define  each  of  these  terms. 

4.  From  problems,  illustrate  each  of  the  above  terms. 

5.  Possible  operations. 

(1)  The  base  multiplied  by  the  rate  expressed  decimally 

equals  the  percentage. 

(2)  The  base  multiplied  by  one  plus  the  rate  expressed 

decimally  equals  the  amount. 

(3)  The  base  multiplied  by  one  minus  the  rate  expressed 

decimally  equals  the  difference. 

(4)  The  percentage  divided  by  the  rate  expressed  decimally 

equals  the  base. 

(5)  The  percentage  divided  by  one  per  cent  of  the  base 

equals  the  rate  per  cent. 

(6)  The  amount  divided  by  one  plus  the  rate  expressed 

decimally  equals  the  base. 

( 7)  The  difference  divided  by  one  minus  the  rate  expressed 
decimally  equals  the  base. 

Note. — Form  problems  to  illustrate  each  of  these  opera- 
tions. Also  form  such  as  will  combine  two  or 
more  of  them . 

6.  Applications  without  time. 

(1)  Profit  and  loss. 

(2)  Commission. 

(3)  Brokerage,  stocks  and  bonds. 

(4)  The  exchange. 

(5)  Insurance. 

(6)  Taxes  and  duties. 

(7)  Trade  discount. 

(8)  Miscellaneous  problems,  solved  in  the  applications 

without  time. 

7.  Applications  with  time. 

(1)  Interest.  Its  elements  and  possible  cases. 

(2)  True  discount.  Its  elements  and  possible  cases. 

(3)  Bank  discount.  Its  elements  and  possible  cases. 

(4)  Partial  payments.  United  States  rule.  The  merchants 

rule  and  annual  interest  rule  compared. 

(5)  Equation  of  payments. 

(6)  Miscellaneous  problems  solved  in  each  of  the  applications 

with  time. 


FOR  THE  TRAINING  OF  TEACHERS. 


39 


VIII.  Mensuration. 

1.  Definition. 

2.  Lines. 

(1)  Definition. 

(2)  Kinds.  Straight,  curved,  broken,  parallel,  perpendic- 

ular, horizontal. 

3.  Angles. 

(1)  Definition. 

(2)  Kinds.  Right  and  oblique. 

4.  Plane  figures. 

(1)  Definition. 

(2)  Terms.  Area,  polygon,  regular,  perimeter,  similar, 

base,  altitude. 

(3)  Triangles. 

a.  Definition. 

b.  Kinds. 

c.  How  find  area. 

(5)  Circles. 

a.  Definition. 

b.  How  find  circumference  and  area. 

5.  Solids. 

(1)  Definition. 

(2)  Terms  used.  Base,  edge,  face,  altitude,  slant  height, 

lateral  surface,  volume,  equivalent  solids. 

(3)  The  prism. 

a.  Definition. 

b.  How  find  lateral  surface  and  volume. 

(4)  Pyramid  and  cone. 

a.  Definition. 

b.  How  find  lateral  surface  and  volume. 

(5)  The  sphere. 

a.  Definition. 

b.  How  find  surface  and  volume. 

(6)  General  drill  on  problems  and  mensuration,  involving 

the  measurements  of  floors,  walls  and  ceilings  of 
rooms,  etc. 


40 


MANUAL  FOR  ACCREDITED  SCHOOLS 


GRAMMAR. 

In  teaching  grammar,  it  should  never  be  forgotten  that  the 
real  object  is  to  teach  pupils  how  to  speak  and  to  write  the 
English  language  correctly,  and  to  read  it  intelligently.  Analysis 
and  parsing,  favored  by  many,  and  condemned  by  a few,  are 
only  a means  to  this  end.  There  is  unanimity  in  reference  to 
the  end  sought.  The  means  must  be  left  to  the  individual 
teacher. 

This  outline  attempts  to  place  before  the  pupil  only  the  sub- 
ject-matter of  grammar.  The  method  and  sequence  must  be 
determined  by  the  teacher. 


OUTLINE. 

I.  The  sentence. 

1.  Classes. 

(1)  Form. 

a.  Simple. 

b.  Complex. 

c.  Compound. 

(2)  Meaning. 

a.  Declarative. 

b.  Interrogative. 

c.  Imperative. 

d.  Explanatory. 

2.  Elements. 

(1)  Subject. 

a.  Noun. 

b.  Pronoun. 

c.  Infinitive. 

d . Participle . 

e.  Prepositional  phrase. 

f.  Noun  clause. 

(2)  Predicate. 

a.  Give  a list  of  finite  verbs  in  common  use. 

b.  Give  common  verb  phrases — has  been  running, 

has  been  going,  etc. 


FOR  THE  TRAINING  OF  TEACHERS. 


41 


(3)  Complement. 

a.  Definition. 

b.  Kinds. 

(a)  Object. 

1.  Definition. 

2.  Tests  for  object  complement. 

(1)  Verb  expresses  action . 

(2)  Object  is  affected  by  the  act . 

(3)  Object  may  become  the  sub- 

ject,if  the  verb  is  changed 
to  the  passive  voice . 

3.  Give  ten  sentences  containing 

objects  and  apply  the  tests. 

4.  Kinds  of  object  complements. 

(1)  Noun. 

(2)  Pronoun. 

(3)  Infinitive. 

(4)  Participle. 

(5)  Noun  clause. 

(b)  Subjective. 

1.  Definition. 

2.  Tests. 

(1)  When  noun  element,  same 

as  the  subject. 

(2)  When  adjective  element, 

modifies  the  subject . 

3 . Give  sentences  and  apply  the  tests . 

4.  Kinds  of  subjective  complement. 

(1)  Noun. 

(2)  Pronoun. 

(3)  Participle. 

(4)  Infinitive. 

(5)  Prepositional  phrase. 

(6)  Noun  clause. 

5.  Give  sentences  to  illustrate  the 

above  uses. 

(c)  Objective. 

1.  Definition. 

2.  How  it  differs  from  the  object 

complement. 

3.  Tests. 

(1)  Follows  the  object  com- 

plement in  the  sentence. 

(2)  Adds  to  or  changes  the 

assertion . 

(3)  When  a noun  element,  it 

is  the  same  as  the  object . 

(4)  When  an  adjective  ele- 

ment it  modifies  the 
object. 


42 


MANUAL  FOR  ACCREDITED  SCHOOLS 

4.  Give  sentences  and  apply  tests. 

5.  Kinds  of  objective  complement. 

(1)  Noun. 

(2)  Pronoun. 

(3)  Participle. 

(4)  Infinitive. 

(5)  Prepositional  phrase. 

6.  Illustrate  the  above  uses  in  sen- 

tences. 

(d)  Adverbial  modifiers. 

1.  Indirect  objects. 

(1)  Definition. 

(2)  How  they  differ  from 

prepositional  phrases. 

(3)  What  they  modify  and 

why. 

(4)  Verbs  that  take  indirect 

objects;  allow,  ask, 
bring,  give,  leave, 
make,  offer,  etc. 

(5)  Form  sentences  contain- 

ing indirect  objects; 
example:  Take  him 
the  book. 

(6)  Adjectives  and  adverbs 

that  take  indirect  ob- 
jects: Like,  unlike, 
near,  nigh,  opposite. 

(7)  Form  sentences  con- 

taining indirect  ob- 
jects, modifying  these 
words. 

a.  He  is  like  his 

father. 

b.  They  fought  like 

brave  men. 

2.  Adverbial  nouns. 

(1)  Definition. 

(2)  How  they  differ  from 

indirect  objects. 

(3)  How  they  differ  from 

prepositional  phrases. 

(4)  What  they  modify  and 

why. 

a.  Denote  man- 
ner, extent, 
degree,  etc. 
Ex.  Thelandis 
worth  forty 
dollars  an 


acre. 


FOR  THE  TRAINING  OF  TEACHERS. 


43 


(4) 


(e)  Possessive  modifiers. 

1.  Appositive  noun. 

2.  Adverb  of  position,  or  expletive. 

3.  Nouns  used  independently. 

(f)  Prepositional  phrase. 

1.  Form. 

(1)  Simple. 

(2)  Complex. 

(3)  Compound. 

2.  Uses. 

(1)  Adjective. 

(2)  Adverbial. 

(3)  Noun. 

a.  Subject. 

b.  Subjective  com- 

plement. 

3.  Principal  element  of  a preposi- 

tional phrase. 

(1)  Noun — This  is  the  city  of 

Chicago. 

(2)  Pronoun — This  is  for  you 

(3)  Phrase  — The  Indians 

fired  from  behind  the 
tree. 

(4)  Clause — I am  surprised 

at  what  you  say. 
Form  sentences,  fully 
illustrating  the  above. 

Verbals. 

a.  Classes. 

(a)  According  to  form. 

1.  Regular. 

2.  Irregular. 

(b)  According  to  relation  to  object. 

1.  Transitive. 

2.  Intransitive. 


b. 


Properties. 


(a) 

Voice. 

1. 

Active . 

2. 

Passive. 

(b) 

Form . 

1. 

Infinitive. 

2. 

Participle. 

(c) 

Tense . 

I. 

Infinitive  form 

(1)  Present  tense. 

(2)  Present  perfect  tense. 
2.  Participle  form. 

(1)  Present. 

(2)  Past. 

(3)  Present  perfect. 


44 


MANUAL  FOR  ACCREDITED  SCHOOLS 


c.  Verbal  phrases. 

(a)  Participial  phrase. 

(b)  Infinitive  phrase. 

(c)  Uses  of  both  participles  and  infinitives. 

1.  Noun  uses. 

(1)  Subject. 

(2)  Object  complement. 

(3)  Subjective  complement. 

(4)  Appositive. 

(5)  Object  of  preposition 

2.  Adjective  uses. 

(1)  Adjective  modifier. 

{2)  Subjective  complement. 

3.  Adverbial  use. 

(1)  Adverbial  modifier. 

4.  Independent. 

d.  General  discussions. 

(a)  Show  how  verbals  take  complements. 

(b)  Show  how  verbals  are  transitive  or 

intransitive. 

(c)  Give  all  the  forms  of  both  participles 

and  infinitives. 

(5)  Clauses. 

a.  According  to  form. 

(a)  Simple. 

(b)  Complex. 

(c)  Compound. 

b.  According  to  use. 

(a)  Noun. 

(b)  Adjective. 

(c)  Adverbial. 

c.  Kind. 

(a)  Adjective  clause. 

1.  Use. 

(1)  Adjective  modifier. 

2.  Connectives  used  in  adjective 

clauses. 

(1)  Relative  pronoun. 

(2)  Relative  adverb . 

3.  Bring  out  clearly  the  importance 

of  the  connective  in  the  clause. 
Show  that  it  has  two  uses  in 
the  sentence— as  a connective, 
and  to  fill  some  other  office  in 
the  sentence, 

4.  Antecedent. 

(1)  Definition. 

(2)  Construction. 

5.  Offices  which  the  relative  pro- 

noun fills  in  the  sentence. 


FOR  THE  TRAINING  OF  TEACHERS. 


45 


(1)  Subject— The  man,  who 

was  here,  has  gone. 

(2)  Object — The  man,  whom 

you  saw,  is  gone. 

(3)  Subject  complement  — 

He  is  not  the  man, 
that  I thought  he 
was. 

(4)  Possessive  modifier — He 

is  a man,  whose  in- 
tegrity is  spotless. 

(5)  Object  of  preposition — 

He  is  the  man,  whom 
I referred  to. 

(6)  Relative  adverb. 

1.  Example:  The  place,  where  they  live,  is 

beautiful. 

a.  Show  its  adverbial  use. 

b.  Explain  its  antecedent. 

c.  Show  that  it  is  an  equivalent  to  a prepo- 

sitional phrase,  whose  base  is  a rela- 
tive pronoun. 

2.  Adverbial  clause. 

a.  Use. 


1. 

Adverbial  modifier 

Connective. 

1. 

Subordinate  conjunction. 

(1)  Example:  If  you  study, 
you  will  succeed. 

2. 

Conjunctive  adverb. 

(1)  Example:  We  will  go 
when  spring  comes. 

Classes, 

according  to  meaning. 

(a) 

Time. 

(b) 

Place. 

(c) 

Manner. 

(d) 

Degree. 

(e) 

Cause. 

(f) 

Condition. 

(g) 

Concession. 

(7)  Noun  clause. 

1.  Uses. 

(1)  Subject. 

(2)  Object  complement. 

(3)  Objective  complement. 

(4)  Appositive. 

(5)  Object  of  preposition. 


46 


MANUAL  FOR  ACCREDITED  SCHOOLS 


2.  Connective  in  noun  clauses. 

(1)  Subordinate  conjunction. 

a.  Example:  That  he  will  go,  is 
known. 

(2)  Conjunctive  pronoun . 

a.  Example:  We  do  not  know  who 
will  go. 

(3)  Adjective. 

a.  Example:  We  do  not  know 
which  boy  will  go. 

(4)  Adverb. 

a.  Example:  I do  not  know  when 
he  will  go. 

(5)  Show  clearly  the  difference  between  the 

conjunctive  pronoun  and  the  relative 
pronoun. 

(6)  Discuss  compound  conjunctive  pro- 

nouns. 

(8)  Abridged  clauses. 

1.  Definition  and  explanation. 

2.  Difference  between  abridged  clauses  and  other 

clauses. 

3.  Case  of  the  subject  in  abridged  clauses. 

4.  Predicate. 

(1)  What  kind. 

5.  Uses  of  abridged  clauses. 

(1)  Noun  uses. 

a.  Subject. 

(a)  Example:  His  being 

absent  caused  the 
delay. 

b.  Object  complement. 

(a)  Example:  We  expect 

him  to  be  elected. 

c.  Object  of  a preposition. 

(a)  Example:  I did  not 

think  of  his  being 
there. 

(2)  Adverbial  use.  r 

a.  Adverbial  modifiers. 

(a)  Example:  His  being  a 
foreigner,  his  family 
was  protected.  \ 

(3)  Show  the  difference  between  abridged 

clauses  and  verbal  phrases. 

(4)  Why  are  there  no  connectives  in 

abridged  clauses? 

(5)  In  what  cases  may  the  subjective  comple- 

ment be? 


FOR  THE  TRAINING  OF  TEACHERS. 


47 


(9)  Parts  of  speech. 

a.  Nouns. 

(a)  Classes. 

1.  Proper. 

2.  Common. 

(L)  Class. 

(2)  Collective. 

(3)  Abstract. 

(4)  Mass. 

(5)  Verbal. 

(b)  Common  nouns  used  as  proper  nouns. 

(c)  Proper  nouns  used  as  common  nouns. 

(d)  Give  examples  of  each. 

b.  Pronouns. 

(a)  Personal. 

1.  Simple. 

2.  Compound. 

(b)  Relatives. 

1.  Who,  which,  what,  that,  but, 

and  as,  with  compound 
forms  of  first  three. 

2.  Their  use  in  sentences. 

3 Use  of  the  double  relative  what. 

(c)  Interrogative. 

1.  Who,  which  and  what  with  their 
declined  forms. 

(d)  Adjective. 

1.  This,  that,  all,  none,  many,  etc. 

(e)  Difference  between  adjective  pronouns 

and  pronominal  adjectives. 

(f)  Uses  of  pronouns. 

1.  Use  of  who,  which  and  that. 


2.  Use  of  each,  either,  neither, 
none,  etc. 


Properties  of 

nouns  and  pronouns. 

1.  Gender. 

(1) 

Masculine. 

(2) 

Feminine. 

(3) 

Neuter. 

(4) 

Common. 

(5) 

Gender  of  collective 

nouns. 

(6) 

How  gender  is  distin- 

guished. 

(7) 

Give  exercises,  for  form- 

ing the  gender of nouns. 

2.  Number. 

(1) 

Singular. 

a.  Give  rules  for  form- 

ing the  plurals. 

48 


MANUAL  FOR  ACCREDITED  SCHOOLS 


b.  Plurals  of  proper 

and  compound 
nouns. 

c.  Plurals  of  collective 

nouns. 

d.  Plurals  of  foreign 

nouns. 

3.  Case. 

(1)  Nominative. 

a.  Used  in  what  ways 
in  sentences. 

(2)  Objective. 

a.  Used  in  what  ways 
in  sentences. 

(3)  Possessive. 

a.  Use  in  sentences. 
4)  Give  lists  of  nouns  and 
pronouns  and  form 
the  possessive  of  com- 
pound nouns. 

(5)  Declension. 

a.  Noun 

b.  Pronoun. 

c.  Verbs. 

(a)  Classes. 

1.  Form.  Regular  and  irregular. 

2.  Use. 

(b)  Relation  to  the  object. 

1.  Transitive, 

2.  Intransitive. 

(c)  Relation  to  the  subject. 

1.  Finite. 

2.  Non-finite. 

(d)  Transitive  and  intransitive  verbs. 

1.  Meaning  of  transitive. 

2.  Why  is  it  not  well  to  define  a 

transitive  verb  as  one  that 
takes  an  object? 

3.  Verbs  that  are  transitive  in  one 

sentence  and  intransitive  in 
another. 

4.  Distinguish  clearly  between  in- 

transitive verbs  and  verbs  in 
the  passive  voice. 

(e)  Passive  verb  forms. 

1 . Tests  for  passive  verb . 

(1)  Some  form  of  the  verb  be 
with  the  perfect  parti- 
ciple. 


FOR  THE  TRAINING  OF  TEACHERS. 


49 


(2)  The  subject  can  be  made 

the  object  in  the  active 
voice . 

(3)  It  can  be  followed  by 

1 ‘by”  and  the  name  of 
the  actor. 

2.  Give  lists  of  passive  verbs  and 
apply  the  tests. 

(f)  Verbs  that  have  passive  form,  but  not 

passive  voice. 

1.  He  is  fallen. 

2.  The  melancholy  days  are  come. 

(g)  Passive  verbs  that  take  an  object. 

1.  He  was  offered  the  money. 

We  offered  him  the  money. 

Note — Explain  fully  the  active  and 
passive  voice. 

(h)  The  object  of  a preposition,  made  the 

subject  of  a verb  in  the  passive  voice, 
and  the  preposition  combined  with 
the  verb. 

1.  They  laughed  at  him.  (Intran- 

sitive.) 

2.  He  was  laughed  at.  (Transitive 

passive.) 

Note. — Give  other  examples  and 
explain  fully. 

(i)  Passive  verbs,  which  take  the  subjec- 

tive complement. 

1.  He  is  called  John . 

They  called  him  John. 

2.  The  man  was  considered  honest. 
They  considered  him  honest. 

(j)  The  progressive  form  of  the  verb  and 

some  form  of  ‘‘be”  followed  by  the 
present  participle  used  as  subjective 
complement. 

1.  He  is  deceiving  himself. 

2.  The  height  of  the  mountain  is 

deceiving. 

3.  He  is  playing  ball. 

4 . His  favorite  sport  is  playing  ball . 

(k)  Passive  form  of  the  verb,  and  some 

form  of  “be”  followed  by  the  perfect 
participle. 

1 . The  building  was  finished  yester- 

day. 

2.  The  interior  of  the  building  was 

elegantly  finished. 


50 


MANUAL  FOR  ACCREDITED  SCHOOLS 


(l)  Agreement  of  the  verb  with  its  subject. 

1.  Finite  verb  having  two  or  more 

subjects  joined  by  “or”  or 
“nor,”  agrees  with  subject 
how? 

2.  Subjects  emphatically  distin- 

guished agree  how? 

3.  When  one  subject  is  affirmative 

and  the  other  negative,  the 
verb  agrees  how? 

4.  Use  of  either,  neither,  each. 

every,  all,  none,  etc. 

5.  Use  of  the  contraction  “don’t.” 

(m)  Conjugation. 

1.  In  common  form. 

2.  In  progressive  form. 

3.  In  passive  form. 

(Note. — Drill  on  principal  parts 
of  verbs. ) 

d.  Adjectives  and  adverbs. 

(a)  Adjective. 

1.  Descriptive. 

2.  Definitive. 

(b)  Adverbs. 

1.  Time. 

2.  Place. 

3.  Manner. 

4.  Degree. 

(c)  Comparison  of  adjectives  and  adverbs. 

(d)  Examples  and  sentences. 

(e)  Use  of  phrase  adverbs. 

e.  Prepositions. 

(a)  Appropriate  prepositions. 

1.  Use  of  among,  between,  beside, 

besides,  in,  into,  etc. 

2.  Needless  use  of  prepositions. 

3.  Omission  of  prepositions. 

4.  Compound  prepositions. 

5.  Use  in  sentences. 

f.  Conjunctions  and  interjections. 

(a)  Conjunctions. 

1.  Co-ordinate. 

(1)  Copulative. 

(2)  Adversative . 

(3)  Alternative. 

2.  Subordinate. 

Review  work  in  connectives. 

(b)  Use  of  interjections. 


FOR  THE  TRAINING  OF  TEACHERS. 


51 


EXERCISES  FOR  ANALYSIS  AND  PARSING. 

God  tempers  the  wind  to  the  shorn  lamb. 

Every  stalk,  bud,  flower  and  seed  displays  a figure,  a proportion,  a 
harmony  beyond  the  reach  of  art. 

The  old  foreigner’s  little  daughter  was  ignorant. 

She  seemed  in  good  health. 

She  never  felt  at  home  in  that  place. 

He  came  to  the  throne  as  ruler  at  an  early  age. 

Vanity  makes  the  whole  world  false. 

They  found  her  in  poor  health . 

She  brought  him  the  petition  three  times  that  day. 

The  room  is  20  feet  long,  15  feet  wide  and  10  feet  in  height. 

The  senate  of  the  United  States  shall  be  composed  of  two  senators  from 
each  state,  chosen  by  the  legislature  thereof,  for  six  years. 

He  stayed  there  at  least  two  years  too  long  for  his  own  good. 

It  is  certainly  worth  a long,  hard  tramp  to  the  foot  of  the  mountain, 
and  the  two  mile  climb  to  its  summit — this  grand  view  over  land  and  sea. 

The  control  of  such  a boy,  ten  hours  out  of  the  twenty-four,  became 
every  day  a greater  puzzle. 

Expecting  to  return  soon,  I did  not  think  of  writing  you. 

What  do  you  expect  to  gain  by  trying  to  defeat  the  measure? 

A man  trying  to  do  his  duty  is  a man  to  be  admired. 

Judging  from  his  appearance  only  i*  not  giving  him  justice. 

All  that  I dread  is  leaving  you  behind. 

I am  monarch  of  all  I survey. 

Such  as  are  virtuous  are  happy. 

Tears,  such  as  angels  weep,  burst  forth. 

Read  ‘ ‘Snow  Bound”  and  analyze  parts  that  are  suited  to  the  work. 
Read  ‘ ‘Thanatopsis”  and  analyze  it.  Pay  special  attention  to  clauses. 


52 


MANUAL  FOR  ACCREDITED  SCHOOLS 


UNITED  STATES  HISTORY. 

“History  deals  with  the  life  of  a people  in  the  process  of 
growth.” 

The  principal  ends  to  be  secured  in  the  study  of  history  are 
memory  training,  practice  in  the  use  of  the  material  of  history, 
exercise  for  the  judgment,  and  an  appreciation  of  the  motives 
which  have  guided  the  chief  actors  in  the  events  of  the  past. 
Historical  study  is  the  best  training  for  citizenship,  for  public 
life,  and  furnishes  the  basis  for  the  decision  of  any  question 
needing  a knowledge  of  the  past  for  its  settlement. 

Not  all  facts  are  of  equal  importance,  hence  the  course  in  the 
secondary  school  should  lay  stress  only  upon  those  of  most 
value  in  determining  the  course  of  the  life  of  a people  in  its 
development.  Attention  should  be  given  to  the  real  meaning 
of  events,  and  their  relation  to  each  other. 

Geography,  literature,  and  civil  government  go  hand  in  hand 
with  history  and  should  therefore  be  correlated  with  it  in  the 
teaching. 

A judicious  use  of  the  “sources”  of  history  should  be  made. 
They  may  be  considered  as  adjuncts  to  the  text- book  work  and 
as  a part  of  the  collateral  reading,  or  form  a basis  for  some  of 
the  written  work. 

Note- books  should  be  required  in  which  the  pupil  may  record, 
not  simply  facts  and  statements  gathered  from  the  text-book, 
but  rather  the  results  of  his  own  research  and  thought. 


FOR  THE  TRAINING  OF  TEACHERS. 


53 


OUTLINE. 


I.  North  America. 

1.  Physical  characteristics. 

2.  Native  Peoples  (study  how  they  have  affected  our  civilization) . 

II.  Discovery  and  exploration. 

1.  Causes  (study  European  conditions,  15th,  16th  and  17th 

centuries.) 

2.  Enterprises  through  which  it  was  accomplished. 

(Give  attention  only  to  those  prominent  in  establishing  or  in 
extending  the  claims  of  a nation  to  territory.  The 
motives  of  individuals  and  nations  should  be  sought  for. 
Compare  results.) 

3.  Effect  in  Europe. 

III.  Colonization. 

1.  Reasons  for  colonization. 

2.  Methods  of  colonization.  Compare. 

3.  Growth  of  English  supremacy  in  America,  noting  causes  and 

events  through  which  it  was  accomplished. 

4.  Colonies — Study  to  discover. 

(1)  Character  and  motives  of  the  colonists. 

(2)  How  affected  in  their  development  by  geographical 

conditions. 

(3)  The  relation  of  the  mother  country  to  the  colonies. 

(4)  Self-government. 

(5)  Union. 

(6)  The  growth  of  slavery  and  its  influence. 

(7)  Religious  conditions. 

(8)  Social  conditions. 

(9)  Intellectual  conditions. 

(10)  Relation  with  Indians. 

5.  Important  topics. 

First  Representative  Assembly,  Slavery,  Mayflower  Com- 
pact, Constitution  in  Virginia,  Toleration  Act  in 
Maryland,  Fundamental  Orders  of  Connecticut,  Massa- 
chusetts Body  of  Liberties,  Watertown  Protest,  Town 
Meetings,  Roger  Williams,  New  England  Confederation, 
Patron  System  in  New  Netherland,  The  Andros 
Government,  Bacon’s  Rebellion,  The  Grand  Model, 
The  English  Conquest  of  New  Netherland,  Penn’s 
Plan  of  Union,  Founding  of  Harvard  College,  Estab- 
lishment of  Free  Schools,  and  the  Albany  Congress. 

6.  French  colonization.  Compare  with  English  colonization  in 

regard  to  motives,  methods,  government,  and  extent  of 
territory. 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


IV.  Struggle  between  France  and  England  for  colonial  empire,  17th 

and  18th  centuries. 

1.  Causes. 

2.  Study  the  following  wars:  King  William’s,  Queen  Anne’s,  King 

George’s  and  French  and  Indian . Find  out  results  of  each. 

3.  Results — political,  geographical,  social,  industrial  and  religious. 

4.  Did  the  French  and  Indian  war  help  bring  on  the  Revolution? 

V.  England’s  colonial  system  regarding  commerce. 

1.  Navigation  acts,  1645-1696;  sugar  act,  1733.  Discover  Eng-. 

land’s  purpose.  What  restrictions  were  laid  on  colonial 
trade,  what  industries  were  encouraged? 

2.  Restrictions  on  manufactures. 

3.  Influence  upon  the  colonies. 

4.  England’s  methods  of  enforcement. 

VI . Revolution . 

1.  Causes. 

(1)  Show  how  the  period  of  colonization  prepared  the 

colonists  for  revolution. 

(2)  Trace  the  development  of  inter-colonial  union  against 

England,  1760-1775. 

(3)  England’s  colonial  policy,  1760-1775. 

(4)  Influence  of  George  III.  and  his  ministers. 

(5)  American  and  British  view  of  representation.  Compare. 

2.  Campaigns.  Note  the  objects,  compare  the  combatants;  give 

results. 

3.  Finances. 

4.  Men  prominent  during  the  period,  stating  why. 

5.  Results — territorial,  political,  social,  industrial,  intellectual. 

6.  Independence.  Trace  its  growth.  Give  results. 

VII.  Formation  of  American  government. 

Study  the  continental  congresses,  articles  of  confederation,  the 
constitutional  convention,  the  northwest  ordinance. 

VIII.  The  National  period. 

1.  Introduction.  Study  to  discover  the  condition  of  the  United 

States  in  1789. 

2.  The  federal  period,  1789-1801. 

(1)  Organization  of  the  government. 

(2)  Hamilton’s  financial  measures.  Note  especially  the 

bank  controversy  in  regard  to  the  intrepretation 
of  the  constitution. 

(3)  Political  parties.  Origin,  principles  of  each  and  history 

during  this  period. 

(4)  Slavery.  Show  the  legal  standing  of  slavery,  and 

trace  the  progress  of  emancipation.  Note  effect 
of  cotton-gin. 

(5)  Foreign  relations.  Washington’s  neutral  proclamation; 

Jay’s  treaty;  treaty  with  Spain,  1795;  X.  Y.  Z.  affair. 

(6)  Alien  and  sedition  acts.  Note  in  this  connection,  the 

Virginia  and  Kentucky  resolutions. 

(7)  Election  of  1800.  Reasons  for  federal  defeat. 


FOR  THE  TRAINING  OF  TEACHERS. 


55 


3.  Republican  supremacy,  1801-1825. 

(1)  Jefferson  and  his  policy. 

(2)  The  Louisiana  purchase;  note  the  constitutional  ques- 

tions arising  out  of  this  purchase.  Give  results. 

(3)  Foreign  affairs. 

a.  Non-importation  and  embargo  acts;  purpose 

and  effect. 

b.  War  of  1812.  Why  the  ‘ ‘Second  War  for  Inde- 

pendence?” 

c.  Treaty  with  Great  Britain,  1818. 

d.  Purchase  of  Florida.  What  relation  between 
this  event  and  the  purchase  of  Louisiana? 

e.  Monroe  doctrine. 

f.  Russian  treaty,  1824. 

(4)  The  Hartford  convention. 

(5)  Tariff  legislation.  Why  is  the  principle  of  protection 

introduced? 

(6)  Internal  improvements.  Of  what  effect  was  this  ques- 

tion on  nationalism? 

(7)  Slavery. 

a.  Show  that  slavery  was  ‘ ‘sectional.” 

b.  The  Missouri  affair,  1820-21.  Why  of  so  much 

importance? 

(8)  Industrial  development — inventions  and  their  effect. 

(9)  Election  of  1824.  Parties  and  principles. 

4.  Period  of  transition,  1825-1829. 

(t)  Tariff  of  1828.  Study  Calhoun’s. 

(2)  Internal  improvements — Erie  canal 

(3)  The  railroad,  its  effect. 

(4)  Note  the  development  of  the  west. 

5.  National  democracy,  1829-1845. 

(1)  Jackson,  his  policy  and  character. 

(2)  Spoils-system.  Compare  with  present  system . 

(3)  Sectional  divergence,  trace  progress  of  and  note  causes. 

(Study  Webster-Hayne  debate,  nullification  in 
South  Carolina.) 

(4)  Financial  difficulties. 

a.  The  bank  question,  1828-1836. 

b.  Specie  circular. 

c.  Panic  of  1837. 

(5)  Slavery. 

a.  The  abolition  movement. 

b.  Slavery  petitions.  Effect  of  this  controversy  on 

abolitionism . 

c.  Abolition  literature.  Note  the  action  of  south- 

ern legislatures. 

d.  Political  abolition.  Influence  on  elections. 

e.  Garrison,  Philips,  Adams;  note  views  and  ex- 

perience of  each. 

f.  Balance  between  slavery  and  freedom,  was  it 

kept? 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


(6)  Foreign  relations. 

a.  Webster- Ashburton  treaty. 

b.  The  Chinese  treaty,  1844. 

(7)  Industrial  development. 

(8)  Political  parties.  Note  the  new  principles  adopted. 

(9)  Webster,  Clay,  Calhoun.  Study  each  as  to  his  policy 

and  influence. 

6.  National  expansion  and  slavery  extension.  (Note  how  slavery 

affects  the  question  of  expansion.) 

(1)  Annexation  of  Texas. 

a.  Show  how  this  affected  the  slavery  question. 

b.  Its  relation  to  the  Mexican  war. 

c.  Arguments  for  and  against  annexation. 

(2)  The  Mexican  cession. 

a.  The  Wilmot  proviso. 

b.  Debates  on  slavery. 

c.  Organization  of  the  territory.  Note  here  the 

effect  of  the  discovery  of  gold  in  California. 

(3)  Free-Soil  party.  Its  platform  and  influence. 

(4)  Oregon 

a.  Claims  of  different  nations. 

b.  Treaty  with  England,  1846. 

c.  Relation  of  this  question  to  Texas  annexation. 

(5)  Problems  of  1849-1850. 

a.  Show  how  these  develop  from  previous  ques- 

tions. 

b.  Compromise  measure  of  1850.  Study  the  work 

of  Clay,  Webster,  Calhoun,  Douglas  and 
Seward.  Note  how  these  affected  political 
parties  and  the  slavery  question. 

(6)  Gadsden  purchase. 

(7)  Kansas-Nebraska  bill. 

a.  Study  to  find  out  why  this  bill  was  passed. 

b.  Note  the  motions  of  Douglas. 

c.  Its  effect. 

(8)  Dred  Scott  case.  Its  effect. 

(9)  Northern  and  southern  views  in  slavery. 

(10)  John  Brown’s  raid. 

(11)  Trace  the  industrial  development  of  this  period.  Ac- 

count for  the  conditions  in  the  north  and  south. 

(12)  Trace  the  political  reorganizations  from  1845-1860. 

(13)  Trace  the  progress  of  ‘‘sectionalism.” 

7.  Secession  and  civil  war,  1860-1865. 

(1)  Secession — causes,  method,  views  of  Lincoln  and  other 

statesmen,  effect. 

(2)  Organization  of  Confederate  States  of  America.  Com- 

pare plan  of  government  with  that  of  the  United 
States. 

(3)  Civil  war  causes,  campaigns,  attitude  of  foreign  pow- 

ers, slavery  in  its  relation  to  the  war,  results. 


FOR  THE  TRAINING  OF  TEACHERS.  57 

(4)  Financial  policy.  Greenbacks,  national  bank  act,  in- 

ternal revenue  system,  tariffs. 

(5)  Grant  and  Lee.  Study  each  as  to  policy  and  influence. 
"8.  Reconstruction  period,  1865-1871. 

(1)  Note  the  process  of  reconstruction  and  give  results. 

(2)  Foreign  relations.  Purchase  of  Alaska.  Treaty  with 

China. 

9.  Natural  growth,  1871  1903. 

(1)  Trace  political  development. 

(2)  Financial  history.  Revenue,  silver  legislation,  present 

policy. 

(3)  Foreign  affairs.  Treaty  of  Washington;  Northwestern 

fishery  question;  Behring  Sea  controversy;  Vene- 
zuelan trouble;  Hawaiian  question;  Warwith  Spain; 
War  in  China;  Samoan  trouble  with  Germany; 
Relations  with  Cuba. 

(4)  Industrial  development. 

(5)  Intellectual  and  social  conditions. 

(6)  Present  problems. 

10.  Trace  the  two  theories,  State  Sovereignty  and  National 
Sovereignty,  as  shown  in  the  events*  of  the  national  period. 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


PHYSIOLOGY. 

The  value  of  physiology  depends  largely  on  the  way  it  is-, 
presented.  The  facts  that  the  skeleton  is  the  frame  work  of  the 
body  and  consists  of  208  bones  more  or  less — the  names  of  these, 
etc.,  are  valuable  in  so  far  as  they  furnish  a foundation  for 
thorough  instruction  in  physiology  and  hygiene. 

The  instructor  should  keep  in  mind  the  fulfillment  of  the  state 
law — not  in  letter  but  in  spirit — in  the  presentation  of  every 
topic. 

No  teacher  should  be  satisfied  to  teach  the  subject  till  he  has 
had  a thorough  course  in  laboratory  biology. 

The  hygiene  of  the  various  organs  and  functions  should  be 
prominently  in  the  mind  of  the  instructor  at  all  times. 

The  study  of  the  various  tissues,  organs,  and  functions  of  the 
body  should  be  accompanied  by  laboratory  work  by  the  pupil, 
as  well  as  dissections  by  the  teacher,  performed  before  the  class. 

The  laboratory  equipment  should  consist  of  compound  micro- 
scopes, dissecting  microscopes,  dissecting  tools,  test  tubes, 
beakers,  evaporating  dishes,  and  the  necessary  reagents  for 
testing  the  composition  of  the  various  kinds  of  foods,  tissues, 
etc.  If  possible  a good  solar  lantern  with  microscope  attach- 
ment should  be  added  to  the  equipment.  This  apparatus  is. 
especially  valuable  as  it  can  be  used  also  in  physics,  history,, 
literature,  and  geography. 


FOR  THE  TRAINING  OF  TEACHERS. 


59 


OUTLINE. 

I.  Introduction. 

1.  Definitions  of  anatomy,  physiology  and  hygiene. 

2.  Living  bodies  and  cells. 

(1)  The  ameba  (simplest  form  of  animal  life) . 

(2)  Cells. 

a.  Parts 

b.  Methods  of  reproduction. 

c.  Modifications  of  form  and  use  in  the  body. 

(3)  Tissues. 

a.  Muscular. 

b.  Epithelial. 

c.  Nervous. 

d.  Connective. 

e.  Osseous. 

f.  Adipose. 

(4)  Fluids  of  the  body. 

a.  Blood. 

b.  Lymph. 

c.  Synovia. 

d.  Digestive  fluids. 

(5)  Organs. 

a.  Definition  and  examples. 

(6)  Systems. 

a.  Definition  and  examples. 

II.  The  skeleton. 

1.  General  view,  uses  and  adaptation. 

2.  Structure,  parts  and  composition  of  bones. 

3.  Joint — kinds  and  adaptation,  ligaments. 

4.  Divisions. 

(1)  Trunk — names  and  uses  of  bones. 

(2)  Head  and  face — names  and  uses  of  bones. 

(3)  Limbs — names  and  uses  of  bones. 

III . Muscular  system . 

1.  Structure,  attachment  and  uses. 

2.  Classification. 

(1)  As  to  structure. 

a.  Striated— voluntary. 

b.  Non-striated — involuntary. 

(2)  As  to  form. 

(3)  As  to  arrangement. 

3.  Names  of  important  muscles. 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


IV . Digestion . 

1.  Objects. 

2.  Organs — description  and  function  of  each. 

3.  Waste  and  repair  in  the  body. 

4.  Foods. 

(1)  Classes  of  foods  and  value  of  each. 

(2)  Parts  of  food  acting  upon  and  digested  by  each  fluid, 

including  some  examination  into  the  chemical 
processes. 

5.  Absorption. 

(1)  Organs. 

(2)  Processes. 

6.  Hygiene. 

(1)  Indigestion,  causes,  preventions. 

(2)  Scientific  and  practical  cookery. 

(3)  Microbes  in  relation  to  digestion  and  indigestion. 

N.  B.  Special  attention  should  be  given  to  the 
care  of  the  teeth. 

VI.  Circulation  and  respiration. 

1.  Object  of  circulation  two-fold. 

2.  Organs  of  circulation. 

(1)  Heart — parts,  structure  and  use. 

(2)  Arteries— parts,  structure,  use  and  names. 

(3)  Capillaries. 

(4)  Veins  and  lymphatics. 

(5)  Lymphatic  glands,  structure  and  use. 

3.  Object  of  respiration. 

4.  Organs  of  respiration. 

(1)  Lungs— structure,  changes  in  blood  and  air  in  lungs. 

(2)  Passages  connecting  lungs  with  the  outer  world. 

a.  Organs  of  speech— structure  and  adaptation. 

(3)  Diseases  of  the  air  passages. 

Hygienic  recommendations;  colds,  catarrh  and  con- 
sumption should  receive  special  attention. 

VII . Excretion . 

1.  Organs. 

(1)  Skin. 

a.  Parts. 

(a)  Dermis. 

(b)  Epidermis. 

(c ) Perspiratory  glands . 

(d)  Nerve  terminations. 

(e)  Appendages. 

1.  Nails  uses  and  growth. 

2.  Hair — care,  structure,  uses. 

b.  Uses. 

(a)  Protection. 

(b)  Excretion. 

(c)  Temperature  regulation. 

(d)  Organ  of  sensation. 


FOR  THE  TRAINING  OF  TEACHERS. 


61 


c.  Bathing.  Kinds  of  baths;  virtues  of  each  and 
best  time  to  take  them. 

(?)  Kidneys  and  bladder. 

a.  Structure. 

b.  Uses. 

VIII.  Nervous  system. 

1.  Divisions. 

(1)  Cerebro— Spinal. 

a.  Parts. 

(a)  Brain. 

1.  Parts. 

2.  Structure. 

3.  Coverings  and  protection. 

(b)  Spinal  cord. 

1.  Parts. 

2.  Structure. 

3.  Protection. 

(c)  Ganglia. 

1.  Structure. 

2.  Uses. 

(d)  Nerves. 

1.  Classification  as  to  use. 

2.  Classification  as  to  location. 

(1)  Cranial— names  and  uses . 

(2)  Spinal — number  and  uses. 

3.  Structure. 

4.  Reflex  action. 

(2)  Sympathetic  system. 

a.  Parts — nerves  and  ganglia. 

b.  Arrangement. 

c.  Uses. 

2.  Hygiene  of  the  nervous  system. 

IX.  The  special  senses. 

1.  Touch,  taste  and  smell. 

(1)  Structure. 

(2)  Function. 

(3)  Hygiene  of  each  organ. 

2.  The  eye. 

(1)  Structure. 

(2)  Function  of  each  part. 

(3)  Defects  of  the  eye,  causes  and  remedies. 

3.  The  ear. 

(1)  Structure. 

(2)  Function  of  each  part. 

(3) .  Defective  hearing;  causes  and  preventions. 

X.  Narcotics  should  be  treated  in  relation  to  each  organ  affected,  and 

attention  should  be  given  to  effect  on  the  morals  and  on  crime. 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


DIDACTICS. 


I . The  teacher . 

1.  Teaching  as  a profession. 

(1)  Compensations. 

(2)  Drawbacks. 

(3)  Importance. 

2.  The  ideal  teacher. 

(1)  Aim. 

(2)  Methods. 

(3)  Personal  habits. 

(4)  Sense  of  responsibility. 

(5)  Pestalozzi,  the  ideal. 

a.  His  work  with  children. 

b.  His  methods. 

c.  His  writings. 

d.  His  influence  on  present  day  teaching. 

3.  The  teacher’s  qualifications. 

(1)  Natural. 

a.  Physical. 

b.  Mental. 

(2)  Acquired. 

a.  General  preparation. 

b.  Professional  training. 

c.  Experience. 

4.  Professional  growth. 

(1)  Schools. 

(2)  Literature. 

(3)  Institutes. 

(4)  Teachers’  associations. 

(5)  The  reading  circle. 

5.  The  teacher’s  influence. 

(1)  In  school. 

(2)  In  community. 

(3)  Among  fellow  teachers. 

II.  The  school  equipment. 

1 . School  grounds . 

(1)  Ornamentation. 

(2)  Supervision. 

2.  School  building. 

(1)  Ventilation  and  light. 

(2)  Seating. 

(3)  General  care. 

(4)  Care  in  case  of  contagious  disease. 

(5)  Beautifying. 


FOR  THE  TRAINING  OF  TEACHERS. 


63 


School  apparatus. 

(1)  What  is  desirable. 

(2)  What  is  indispensable. 

(3)  How  to  secure  it. 

(4)  How  to  use  it. 

(5)  How  to  take  care  of  it. 

School  library. 

(1)  How  to  secure  it. 

(2)  Choice  of  books. 

(3)  Use  of  library. 

a.  Advantages. 

b.  Dangers. 

Text-books. 

(1)  Characteristics  of  good  text. 

(2)  Use  of  text  by  pupil. 

a.  In  preparation. 

b.  In  recitation. 

(3)  Use  of  text  by  teacher. 

a.  In  preparation. 

b.  In  recitation. 

Ill . School  management. 

1.  Preliminary. 

(1)  School  records. 

(2)  Preparation  of  buildings  and  grounds  . 

(3)  Seating. 

(4)  Signals. 

(5)  Temporary  program. 

2.  Permanent  organization. 

(1)  Classification. 

(2)  Permanent  program. 

(3)  General  regulations. 

3.  Opening  exercises. 

(1)  Real  purpose  and  value. 

(2)  Kinds. 

(3)  Methods  of  presentation. 

4 Government. 

(1)  Good  order  defined. 

(2)  How  to  secure  good  order. 

a.  Personality  of  teacher. 

b.  Healthy  public  sentiment  in  school  and  com- 

munity. 

c.  Comfortable  surroundings. 

d.  Occupation  of  time  in  interesting  work. 

(3)  Cause  of  disorder. 

(4)  Consequence  of  disorder. 

a.  Direct. 

b.  Remote. 


4. 


5. 


64 


MANUAL  FOR  ACCREDITED  SCHOOLS- 


5. 


(5)  Punishments. 

a.  When  justifiable. 

b.  Forms. 

(a)  Proper. 

(b)  Improper. 

c.  How  administered. 

The  movements  of  the  school. 

(1)  To  and  from  classes. 

(2)  Change  of  work. 

(3)  Wraps,  books,  materials,  etc. 


IV. 


The  pupil 

1. 


2. 


3. 


4. 


Physical  factors  in  education. 

(1) 

General  health. 

(2) 

Personal  habits. 

(3) 

Physical  tests. 

(4) 

The  nervous  system. 

(5) 

Suitable  indoor  exercises. 

(6) 

Suitable  outdoor  exercises. 

a.  Need  of  supervision. 

(7 1 

Causes  of  dullness. 

a.  Fatigue. 

b.  Improper  food. 

c.  Improper  habits. 

Attention . 

(1) 

Definition. 

(2) 

Importance. 

13) 

Kinds. 

(4) 

Characteristics. 

(5) 

How  secured. 

a.  Proper  environment. 

b.  Proper  classification 

c.  Personality  and  skill 

Special  senses. 

U) 

Organs. 

(2) 

Functions. 

(3) 

Defects. 

(4) 

Training. 

(5) 

Tests. 

Training  the  senses. 

(1) 

Aims. 

(2) 

Material. 

(3) 

Methods. 

a.  Object  lessons. 

b.  Nature  study. 

Memory  and  imagination. 

(1) 

The  representative  process. 

(2) 

The  culture  epoch  theory. 

(3) 

Means  of  development. 

(4) 

Tests. 

FOR  THE  TRAINING  OF  TEACHERS. 


65 


6.  Reasoning  powers. 

(1)  How  concepts  are  formed. 

(2)  Deduction  and  induction. 

(3)  Methods  of  cultivating  the  judgment. 

7.  The  will. 

(1)  Training  in  school  work. 

(2)  Habits  to  be  formed  in  school  work. 

(3)  Relation  of  habit  to  character. 

(4)  Breaking  up  bad  habits. 

8.  The  emotions. 

(1)  Importance  in  life. 

(2)  Proper  cultivation. 

(3)  Proper  control. 

(4)  Relations  to  physical  health. 

9.  Child  study. 

(1)  Importance. 

a.  To  pupil. 

b.  To  teacher. 

(2)  Necessary  qualifications. 

a.  Power  of  observation. 

b.  Interest  and  sympathy. 

c.  Power  of  interpretation . 

(3)  Fundamental  questions. 

a.  What  did  the  child  do? 

b.  What  does  the  action  mean? 

(4)  Methods  of  study. 

a.  Observational. 

b.  Experimental. 

(5)  Aids  to  study. 

a.  Close  association  with  pupils. 

b.  Acquaintance  with  parents. 

c.  Books. 

(6)  Value  of  child  study  to  teacher. 

a.  Produces  right  relations  to  pupils. 

b.  Prevents  hasty  reproof,  incorrect  judgments, 

ill-advised  punishment. 

c.  Creates  interest  and  sympathy  for  children. 

d.  Induces  real  teaching. 

10.  How  children  learn. 

(1)  Sensation  and  perception. 

(2)  Value  of  nature  study  and  object-lessons. 

(3)  Laws  of  association. 

(4)  Assimilation  of  new  ideas. 


5 


MANUAL  FOR  ACCREDITED  SCHOOLS 


66 


v. 


The  lesson. 

1.  Kinds. 


2. 


4. 


(1)  Information  lessons. 

(2)  Training  lessors. 

(3)  Drills,  reviews,  tests. 

Teacher’s  preparation  for  lesson. 

(1)  Knowledge  of  subject. 

(2)  Selection  and  arrangement  of  material. 

(3)  Correlation  with  other  lessons. 

Pupil’s  preparation.  Study. 

(1)  What  is  study? 

Object. 

Incentives. 

a.  Proper. 

b.  Doubtful. 

c.  Improper. 

How  to  study. 

When  to  study. 

Favorable  conditions. 

Aid  to  be  given  by  teacher. 

a.  Independence  and  power  must  be  developed, 
The  recitation. 


(2) 

(3) 


(4) 

(5) 

(6) 
(7) 


(1)  Importance. 

(2)  Aims. 

(3)  Requisites. 

(4)  Methods. 

(5)  Results. 

(6)  Questioning. 

a.  Value. 

b.  Testing  questions. 

c.  Training  questions. 

d.  Forms  of  questions. 

e.  Faulty  questions. 

f.  Treatment  of  answers. 

5.  Teaching. 

(1)  Nature  of  process. 

(2)  Essentials  of  good  teaching. 

a.  Knowledge  of  mental  processes. 

b.  Good  preparation. 

c.  Definite  aim. 

d.  Correct  methods. 

e.  Earnestness,  zeal,  good  judgment,  sympathy, 

6.  Illustrations. 

(1)  Object  and  advantages. 

(2)  Kinds. 

a.  Appealing  to  senses. 

b.  Appealing  to  imagination. 


FOR  THE  TRAINING  OF  TEACHERS. 


67 


ALGEBRA. 

Cajori  says  in  the  introduction  to  his  history  of  mathematics : 
“A  class  in  arithmetic  will  be  pleased  to  hear  about  the  Hindoos 
and  their  invention  of  the  ‘Arabic  notation’ ; they  will  marvel  at 
the  thousands  of  years  which  elapsed  before  people  had  even 
thought  of  introducing  into  the  numeral  notation  that  Columbus  - 
egg— the  zero;  they  will  find  it  astounding  that  it  should  have 
taken  so  long  to  invent  a notation  which  they  themselves  can 
now  learn  in  a month.  After  the  pupils  have  learned  how  to 
bisect  a given  angle,  surprise  them  by  telling  of  the  many  futile 
attempts  which  have  been  made  to  solve,  by  elementary 
geometry,  the  apparently  very  simple  problem  of  the  trisection 
of  an  angle.  When  they  know  how  to  construct  a square  whose 
area  is  double  the  area  of  a given  square,  tell  them  about  the 
duplication  of  the  cube— how  the  wrath  of  Apollo  could  be 
appeased  only  by  the  construction  of  a cubical  altar  double  the 
given  altar,  and  how  mathematicians  long  wrestled  with  this 
problem.  After  the  class  have  exhausted  their  energies  on  the 
theorem  of  the  right  triangle,  tell  them  something  about  its  dis- 
coverer— how  Pythagoras,  jubilant  over  his  great  accomplish- 
ment, sacrificed  a hecatomb  to  the  muses  who  inspired  him. 
When  the  value  of  mathematical  training  is  called  in  question, 
quote  the  inscription  over  the  entrance  into  the  academy  of 
Plato,  the  philosopher:  ‘Let  no  one  who  is  unacquainted  with 
geometry  enter  here.’  Students  in  analytical  geometry  should 
know  something  of  Sescartes,  and,  after  taking  up  the  differential 
and  integral  calculus,  they  should  become  familiar  with  the  parts 
that  Newton,  Leibniz,  and  Lagrange  played  in  creating  that 
science.  In  his  historical  talk  it  is  possible  for  the  teacher  to 
make  it  plain  to  the  student  that  mathematics  is  not  a dead 
science,  but  a living  one,  in  which  steady  progress  is  made.” 


68 


MANUAL  FOR  ACCREDITED  SCHOOLS 


SUGGESTIONS  FOR  TEACHING  ALGEBRA. 

I.  The  text-book.  The  book  used  should  be  modern 
Many  schools  are  making  the  mistake  of  using  texts,  which  are 
out  of  date  and  unscientific  in  their  treatment  of  the  subject. 
Many  important  changes  in  method  of  treatment  have  been 
made  in  recent  years  and  the.  student  should  have  the  benefit  of 
them.  The  text  should  also  be  thorough  in  its  presentation  of 
the  subject-matter.  Difficulties  should  not  be  ignored  or  met  in 
an  illogical  way.  Much  of  intellectual  stimulus  is  lost  in  the 
endeavor  to  render  the  subject  palatable  to  the  beginner,  which 
so  often  results  in  nothing  but  a mild  solution  of  algebra  with 
no  tonic  qualities. 

II.  Transition  work.  It  is  a mistake  to  pass  rapidly  over 
the  introductory  chapter  with  a view  of  getting  into  what  is  often 
considered  the  more  important  part  of  the  work.  This  is  the 
place  to  establish  the  fact  that  one  is  not  entering  upon  an 
entirely  new  field,  but  that  he  is  getting  up  where  he  can  take  a 
broader  view  of  fields  already  explored  and  also  look  out  through 
new  vistas  of  mathematical  truth.  The  introduction  to  general 
and  negative  number  and  to  the  equation  in  its  practical  uses 
may  be  so  given  that  the  student’s  desire  for  a closer  acquaint- 
ance is  quickened  and  his  future  success  in  this  branch  of 
knowledge  practically  determined.  Give  many  exercises  in  the 
evaluation  of  expressions;  insist  upon  the  checking  of  results  in 
equations. 

III.  Special  topics.  The  order  will  vary  with  text  used. 
The  suggestions  follow  the  usual  arangement. 

1.  Fundamental  operations. 

(1)  With  algebraic  number.  Such  principles  as  that  the 
subtraction  of  a positive  number  is  equivalent  to  the  addition  of 
a negative  number  of  the  same  absolute  value,  should  be  fully 
illustrated.  If  proofs  are  given  they  should  be  rigorous. 
Illustrations  should  not  be  called  proofs.  In  general  the  student 
is  not  given  credit  at  this  point  for  as  much  ability  as  he  really 
possesses.  One  who  is  ready  for  the  study  of  algebra  is  able  to 
grasp  the  proof  of  such  a principle  as  the  one  named  above. 


FOR  THE  TRAINING  OF  TEACHERS. 


69 


The  laws  of  signs  in  multiplication  and  division  will  follow 
naturally  after  the  principles  taught  in  addition  and  subtraction. 
Mere  statements  of  facts  such  as,  ‘Tike  signs  give  plus  and  un- 
like signs  give  minus,”  should  not  be  accepted  in  lieu  of  a 
knowledge  of  the  principle  involved. 

The  associative  and  commutative  laws  which  have  been  used 
by  the  student  from  his  earliest  days  in  numbers,  should  now  be 
recognized  by  name.  They  come  in  naturally  with  the  work  in 
parentheses.  « 

The  principles  of  positive  integral  powers  also  belong  here. 

(2)  With  integral  algebraic  expressions.  The  student  will 
now  be  ready  to  take  up  the  application  of  laws  previously 
learned,  to  integral  algebraic  expressions.  The  teacher’s  chief 
aim  will  be  to  insist  upon  clear  and  accurate  definition  of  the 
more  formal  terms  of  algebra,  which  arise  in  this  connection. 

While  the  use  of  the  parenthesis  is  important,  long  and 
involved  exercises  in  the  removal  of  the  same  have  no  practical 
bearing  upon  the  future  work.  In  whatever  work  is  done  in 
this  line,  the  student  should  begin  at  the  outside  and  remove  all 
parentheses  at  one  reading. 

Authors  will  differ  as  to  the  introduction  of  the  equation  during 
this  part  of  the  work.  Experience  has  shown  that  its  introduc- 
tion is  very  profitable.  Solutions  should  always  be  checked. 

2.  Integral  Algebraic  Equations.  The  formal  treatment  of 
this  topic  follows  naturally  upon  what  the  student  has  learned 
about  the  equation  in  previous  chapters.  Here  again  accurate 
definition  will  be  insisted  upon. 

Two  points  should  have  special  emphasis : 

•(1)  The  equivalence  of  equations. 

(2)  That  if  both  members  of  an  equation  be  multiplied  by 
zero,  or  by  an  expression  containing  the  unknown  quantity,  the 
resulting  equation  is  not  equivalent  to  the  given  one. 

The  problems  found  in  this  chapter  will  serve  to  awaken 
interest  and  to  stimulate  thought,  but  should  not  be  unduly 
exalted.  The  student’s  skill  in  problems  will  be  in  direct  pro- 
portion to  his  knowledge  of  principles  and  his  ability  to  read 
understandingly. 

3.  Type-forms  in  Multiplication  and  Division.  Thorough 
drill  here  will  yield  abundant  fruit  in  factoring.  Literal  exponents 
and  other  modified  forms  of  the  models  should  be  used  freely. 
In  division  type-forms  the  principles  should  be  stated  and  learned 
in  the  general  form,  (an+bn)  t (a+b).  Some  teachers  think 


70 


MANUAL  FOR  ACCREDITED  SCHOOLS 


best  to  connect  at  once  each  type-form  with  its  inverse  operation 
in  factoring. 

4.  Factoring.  This  topic  enters  so  intimately  into  all  suc- 
ceeding work  that  it  demands  a large  share  of  the  beginner’s 
time.  The  skill  of  a student  depends  upon  his  ability  to  classify 
and  factor  miscellaneous  exercises;  hence,  after  the  typical 
cases  are  learned  there  must  be  long  continued  drill  upon  such 
exercises.  An  outline  following  the  order  of  the  text  may  be 
made  and  much  supplementary  work  ^iven. 

The  following  covers  the  essentials  of  factoring. 

(1)  Monomial  factors. 

(2)  Grouping. 

(3)  Trinomials. 

a.  Squares. 

b.  Cross  products. 

(4)  Binomials. 

a.  Sum  of  like  odd  powers. 

b.  Difference  of  like  odd  powers. 

c.  Difference  of  like  even  powers. 

H.  C.  F.  and  L.  C.  M.  have  their  most  practical  applications 
in  some  of  the  operations  in  fractions.  They  offer  opportunity 
for  review  in  factoring.  The  major  portion  of  the  drill  should  be 
upon  expressions  which  can  be  factored  by  inspection.  The 
Euclidean  method  of  division  in  order  to  find  the  H.  C.  F.,  is  in 
most  respects  a weariness  of  the  flesh  and  receives  more  atten- 
tion than  it  deserves.  All  of  practical  value  that  there  is  in  this 
process  can  be  had  by  the  application  of  the  principle  that  the 
H.  C.  F.  of  any  two  expressions  is  in  their  sum  or  their  diference, 
or  in  the  sum  or  difference  of  any  multiples  of  the  expressions. 

Before  leaving  Factoring  the  solution  of  equations  by  factor- 
ing should  be  taught. 

5.  Fractions.  With  factoring  well  taught,  the  work  in  frac- 
tions passes  off  very  rapidly.  Two  points  most  deserving  of 
emphasis  are  the  rules  for  signs  and  the  proof  for  the  inversion 
of  the  divisor  in  division  of  fractions.  Complex  fractions  are 
sometimes  considered  fearsome  things,  but  they  soon  melt  away 
before  the  skill  of  the  student  well  drilled  in  type-forms  and 
factoring.  Insist  upon  a large  share  of  this  work  being  done 
mentally. 

6.  Fractional  Equations.  There  are  at  least  two  things 
worthy  of  special  notice  here.  The  first  is  to  unite  fractional 
terms  as  far  as  possible  before  clearing;  the  second,  that  in 


1 


FOR  THE  TRAINING  OF  TEACHERS. 


71 


clearing  new  roots  are  sometimes  introduced,  hence  results 
should  be  tested  to  see  whether  they  satisfy  the  given  equation. 

In  problems  the  teacher  should  encourage  the  student  to  read 
the  verbal  into  the  algebraic  statement  with  as  little  written  work 
as  possible. 

Generalized  problems  and  the  interpretation  of  solutions 
usually  come  in  here.  To  omit  these  topics  or  give  them  but  a 
passing  notice,  is  a grevious  error  as  they  have  in  them  the  very 
spirit  and  essence  of  Algebra. 

7.  Simultaneous  Linear  Equations.  It  is  not  a difficult  mat- 
ter to  teach  the  mechanical  operations  involved  in  this  topic. 
Too  frequently  it  is  passed  with  nothing  more  than  this  mechan- 
ical part  and  as  a consequence  the  student  has  little  to  show  for 
his  efforts. 

Special  stress  should  be  laid  upon  the  equivalence  of  systems. 
Of  the  methods  of  elimination  commonly  used,  that  by  substitu- 
tion is  the  most  profitable  for  future  work  in  the  evaluation  of 
functions. 

8.  Inequalities  and  Indeterminate  Equations.  If  time  seems 
lacking  for  these  topics,  let  that  usually  given  to  pages  of  long 
problems  under  simultaneous  equations  be  divided.  There  will 
be  a corresponding  gain  in  power. 

9.  Involution.  The  proving  of  such  symbolic  statements  as 

o n an 

(am)n  = amn;  (ab)n  = anbn;  (-)  = -n,  should  receive  special 

attention  here.  Also  take  up  binomials  to  any  power  and  powers 
of  multinomials. 

10.  Evolution.  Proofs  of  principles  as  in  involution.  Special 
emphasis  on  signs  of  roots.  The  square  and  cube  root  of  multi- 
nomials should  be  taught  as  reasonable  processes.  After  the 
written  process  is  mastered,  give  much  drill  on  reading  roots  up 
to  at  least  three  places  by  inspection. 

11.  Surds.  No  topic  is  of  greater  importance  in  its  bearing 
upon  future  work  than  this  one.  Special  stress  should  be  laid 
upon  reduction,  because  the  student  who  can  reduce  surd  forms 
easily  will  have  little  difficulty  with  their  various  combinations. 
The  principles  for  reduction  are  those  proved  and  learned  in  the 
chapter  on  evolution. 

For  oral  drill,  exercises  like  the  following  are  suggested : In 
the  series  of  numbers  1,  2,  8,  4,  5,  etc.,  think  of  each  one  under 
the  radical  sign,  then  speak  the  simplest  form  of  the  expression 
thus  made.  In  like  manner  take  the  fractions  x/2,  etc.; 


72 


MANUAL  FOR  ACCREDITED  SCHOOLS 


also,  2/i,  %9  %,  etc.  Various  modifications  of  the  above  will 
suggest  themselves  to  the  ingenious  teacher.  Some  of  the 
radical  forms  frequently  occurring  in  Physics  and  Geometry 
may  be  collected  and  used  for  drill  work. 

Imaginary  numbers  and  the  Doctrine  of  Exponents  should 
be  brought  in  with  Surds,  the  order  of  the  text  being  changed 
if  necessary. 

12.  Quadratic  Equations.  The  solution  of  a complete 
quadratic  by  factoring  has  already  been  presented  and  will  be 
enlarged  upon  here.  The  process  of  completing  the  square 
should  then  be  thoroughly  taught.  There  is  nothing  to  be 
gained  by  multiplying  processes  for  completing  the  square. 

For  practical  purposes  the  student  should  be  taught  to  solve 
quadratics  by  the  general  solution  derived  from  the  general 
form  ax2  + bx  + c = o,  or  by  factoring.  There  is  no  more 
reason  for  completing  a square  every  time  a quadratic  is  solved, 
than  there  would  be  in  performing  all  the  operations  necessary 
to  find  (a — b)3  . Formulae  are  labor  saving  devices.  There 
use  need  not  be  merely  mechanical,  but  should  rather  denote 
an  intelligent  effort  to  avoid  needless  work.  Formulae  are 
abused  when  they  are  used  without  an  understanding  of  the 
process  of  their  development. 

In  simultaneous  Quadratics  as  in  Factoring,  the  best  results 
will  be  gained  from  drills  in  the  classification  of  miscellaneous 
exercises. 

13.  Ratio  and  proportion.  The  following  basic  properties 
should  be  proved  and  learned : 

(1)  The  means  may  be  interchanged. 

(2)  The  extremes  may  be  interchanged. 

(3)  The  means  may  be  interchanged,  and  at  the  same 

time  the  extremes. 

(4)  The  means  may  be  taken  as  the  extremes,  and  the 

extremes  as  the  means. 

The  checking  of  proportions  by  substitution  is  also  a point  of 
importance. 

Variation  should  be  carefully  presented  because  of  its  bearing 
on  the  work  in  Physics.  Use  many  practical  examples  involv- 
ing the  laws  of  Physics,  solving  them  by  the  principles  of  pro- 
portion. Develop  the  power  of  thinking  and  speaking  such 
examples  in  exact  terms.  There  is  no  place  for  inexactness  in 
mathematics. 


FOR  THE  TRAINING  OF  TEACHERS. 


78 

14.  The  topics  mentioned  above  are  those  usually  covered 
in  a high  school  course.  One  intending  to  teach  should,  if  pos- 
sible, complete  all  the  chapters  included  in  a secondary  algebra. 
He  should  at  least  take  Progressions,  the  Binomial  Theorem,  and 
Logarithms. 

IV.  General  suggestions.  Much  may  be  done  to  enliven 
the  somewhat  dry  and  dusty  pathway,  which  the  algebra  class 
must  follow,  by  presenting  historical  facts  in  connection  with 
the  development  of  the  subject.  Its  beginnings,  the  growth  of 
its  symbolism,  its  aid  in  the  spread  of  knowledge,  all  furnish 
items  of  interest  to  classes.  Histories  such  as  those  of  Cajori, 
Ball,  and  Fink,  furnish  valuable  material  for  this  purpose.  The 
teacher  will  also  find  help  in  De  Morgan’s  Study  and  Difficulties 
of  Mathematics,  Lagrange’s  Lectures  on  Elementary  Mathe- 
matics, and  Smith’s  Teaching  of  Elementary  Mathematics. 

OUTLINE. 


I Definitions 

1.  Quantity. 

2.  Number. 

3.  Axiom. 

4.  Algebra. 

II  Symbols. 

1.  Of  numbers  or  quantities. 

(1)  Known. 

(2)  Unknown. 

(3)  Positive. 

(4)  Negative. 

(5)  Ambiguous. 

2.  Of  operation. 

(1)  Addition. 


(2) 


(3) 


(4) 


a. 

Upright  cross. 

Subtraction . 

a. 

Horizontal  line. 

b. 

Wave. 

Multiplication. 

a. 

Oblique  cross. 

b. 

Dot. 

c. 

Parentheses. 

d. 

Coefficient. 

e. 

Exponent. 

f. 

Power. 

Division. 

a. 

Bar  and  dots. 

b. 

Fraction — reciprocal . 

c. 

Evolution. 

74 


MANUAL  FOR  ACCREDITED  SCHOOLS 


3 Of  relation. 

(1)  Equality. 

(2)  Inequality. 

(3)  Variation. 

(4)  Infinity. 

4.  Of  abbreviation. 

(1)  Signs  of  aggregation. 

a.  Parentheses. 

b.  Brackets. 

c.  Brace. 

d.  Vinculum. 

e.  Bar. 

(2)  Deduction. 

(3)  Continuation. 

III.  Terms. 

1.  Definition. 

2.  Kinds. 

(1)  Positive. 

(2)  Negative. 

(3)  Monomials. 

a.  Rational. 

b.  Integral. 

c.  Degree  of. 

(4)  Polynomials. 

a.  Binomial. 

b.  Trinomials,  etc. 

(5)  Homogeneous. 

IV.  Operations. 

1.  Fundamental. 

(1)  Addition. 

a.  Definition. 

b.  Co-efficient. 

(a)  Numerical. 

(b)  Literal. 

c.  Principles. 

(a)  Like  terms. 

(b)  Unlike  terms. 

(c)  Commutative  law. 

(d)  Associative  law. 

d . Terms  used . 

(a)  Addends. 

(b)  Amount. 

(2)  Subtraction. 

a.  Definition. 

b.  Terms. 

(a)  Minuend. 

(b)  Subtrahend. 

(c)  Remainder. 

Law  of  signs. 


c. 


FOR  THE  TRAINING  OF  TEACHERS. 


lO 


(3)  Multiplication. 

a.  Definition. 

b.  Terms. 

(a)  Multiplicand. 

(b)  Multiplier. 

(c)  Product. 

c.  Law  of  signs. 

d.  Special  cases. 

e.  Commutative  law. 

f.  Associative  law. 

(4)  Division . 

a.  Definition. 

b.  Terms. 

(a)  Dividend. 

(b)  Divisor. 

(c)  Quotient. 

c.  Special  cases. 

d.  Law  of  signs. 

2.  Uses  of  parentheses. 

(1)  Principles  for  removing  quantities. 

(2)  Principles  for  enclosing  quantities. 

3.  Formula. 

(1)  Squares  and  cubes  of  the  sum  of  two  quantities. 

(2)  Squares  and  cubes  of  the  difference  of  two  quantities. 

(3)  Product  of  sum  and  difference  of  two  quantities. 

(4)  Sum  of  two  cubes  divisible  by  sum  of  quantities. 

(3)  Differences  of  two  cubes  divisible  by  difference  of 
quantities. 

(6)  Binomial  theorem. 

4 Factors  and  Multiples. 

(1)  Definitions. 

a.  Factor. 

b.  Multiple. 

c.  Radical. 

(2)  Cases  of  factoring. 

a.  Where  terms  have  common  monomial  factor 

b.  Where  expression  is  sum  of  two  or  more 

binomials  which  have  common  factor 

c.  A perfect  trinomial  square. 

d.  The  difference  of  two  squares 

e.  An  expression  which  can  be  formed  info  the 

difference  of  twosquares as:  X4+X-Y2+Y4. 

f.  Trinomials  in  the  form  of  X2+AX-i-B. 

g.  The  sum  or  difference  of  two  cubes. 

h.  The  sum  or  difference  of  two  equal  odd  powers. 

(3)  Highest  common  factors. 

a.  Definitions. 

(a)  Common  factor. 

(b)  Highest  common  factor. 

b.  Principles. 


MANUAL  FOR  ACCREDITED  SCHOOLS 


6 


c.  Cases. 


(a)  By  inspection. 

(b)  Polynomials  which  cannot  be  factored 

by  inspection. 

(4)  Least  common  multiple. 

a.  Definitions. 

(a)  Common  multiple. 

(b)  Least  common  multiple. 

b.  Principles. 

c.  Cases. 

(a)  By  inspection. 

(b)  Polynomials  which  cannot  be  factored 

by  inspection. 


Fractions. 


(1) 

Definition . 

(2) 

Terms. 

(3) 

Kinds. 

(4) 

Principles. 

(5) 

Operations 

a.  Reduction. 

b.  Addition. 

c.  Subtraction. 

d.  Multiplication. 

e.  Division. 

f.  Complex  fractions. 
Simple  equations. 

(1)  Definitions. 

a.  Equation. 

b.  Root  of  equation. 

c.  Numerical  equations. 

d.  Literal  equations. 

(2)  Properties. 

a.  Addition. 

b.  Subtraction. 

c.  Multiplication. 

d.  Division. 

(3)  Principles  of  transposition. 

(4)  Kinds. 


a.  One  unknown  quantity. 

b.  Two  or  more  unknown  quantities. 

c.  Simultaneous  equations. 

(5)  Eliminations. 

a.  Addition  and  subtraction. 

b.  Substitution. 

c.  Comparison. 

d.  Undetermined  multipliers. 


FOR  THE  TRAINING  OF  TEACHERS. 


(6)  Discussions. 

a.  Indeterminate  equations. 

b.  Impossible  equations. 

c.  Negative  results. 

d.  Variables  and  limits. 

e.  Theorem  of  limits. 

f.  Inequalities. 

7.  Involution. 

(1)  Definition. 

(2)  Binomial  theorem. 

8.  Evolution. 

(1)  Definition. 

(2)  Evolution  of  monomial. 

(3)  Square  root  of  polynomials. 

(4)  Square  root  of  numbers. 

(5)  Cube  root  of  polynomials. 

(6)  Cube  root  of  numbers. 

(7)  Any  root  of  polynomials. 

(8)  Any  root  of  numbers. 

9.  Theory  of  exponents. 

n 

(1;  Meaning  of  Az 

(2)  Meaning  of  A0 

(3)  Meaning  of  A"n,  etc. 

10.  Surds. 

(1)  Definitions. 

(2)  Kinds. 

a.  Similar. 

b.  Dissimilar. 

(3)  Operations. 

a.  Reduction. 

b.  Addition. 

c.  Subtraction. 

d.  Multiplication. 

e.  Division. 

f.  Involution. 

g.  Evolution. 

(4)  Properties  of  quadratic  surds. 

(5)  Equations  containing  quadratic  surds. 

(6)  Irrational  numbers. 

11.  Imaginary  numbers. 

(1)  Definition. 

(2)  Fundamental  operations. 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


12.  Quadratic  equations. 

(1)  Definition. 

(2)  Kinds. 

a.  Pure  equations. 

(a)  Definition. 

(b)  Method  of  solution. 

b.  Affected  quadratics. 

(a)  Definition. 

(b)  Methods  of  completing  square. 

(c)  Literal  quadratics. 

(d)  Theory  of  quadratic  equations. 

(e)  Equations  solved  like  quadratics. 

(f)  Simultaneous  quadratic  equations. 

13.  Ratio  and  proportion. 

(1)  Definitions. 

a.  Ratio. 

b.  Proportion. 

c.  Mean  proportional. 

d.  Third  proportional. 

e.  Fourth  proportional. 

f.  Continued  proportional. 

(2)  Properties. 

14.  Variation. 

(1)  Definition. 

(2)  Signs. 

(3)  Principles . 

15.  Progressions. 

(1)  Arithmetical. 

a.  Definition. 

b.  Terms. 

c.  Principles. 

(2)  Harmonical  progression. 

a.  Definition. 

b.  Principles. 

16.  Theorem  of  undetermined  coefficients. 

17.  Logarithms. 

(1)  Definition. 

(2)  Characteristics. 

(3)  Mantissa. 

(4)  Properties. 

(5)  Uses. 

a.  Involution. 

b.  Evolution. 

18.  Binomial  theorem. 

Give  proof  for  any  positive  integral  expression. 


FOR  THE  TRAINING  OF  TEACHERS. 


79 


PHYSICS. 

Physics  is  not  to  be  considered  as  a series  of  disconnected 
subjects,  but  a body  of  well  organized  truth  forming  a symmet- 
rical whole.  Its  treatment  should  be  such  as  to  show  this  rela- 
tion and  not  a disjointed  group  of  subjects — mechanics,  sound, 
heat,  light  and  electricity. 

“The  phenomena  of  physics  are  those  of  natural  life.  The 
fund  of  facts  and  illustration  is  already  largely  in  the  posses- 
sion of  the  pupil.  The  study  of  physics  should  systematize  and 
co-ordinate  them  and  give  the  pupil  ability  to  use  the  knowledge 
acquired.” 

The  “shorthand”  of  algebraic  formulae  is  helpful,  and  should 
be  employed,  but  the  pupil  should  use  no  formula  until  he  can 
develop  it. 

The  science  of  physics  has  been  developed  almost  entirely  by 
experiment  and  observation.  The  natural  way  to  study  physics 
is  by  means  of  experiment  and  observation, — laboratory  work 
by  the  pupil. 

The  class  work  should  consist  of  recitation  from  the  text, 
explanation  and  expansion  of  difficult  matter  by  the  teacher, 
and  illustration  of  the  principal  phenomena  by  means  of  appa- 
ratus from  the  lecture  table,  and  solution  and  discussion  of 
problems.  Questions  in  recitation  and  examination  should  be 
such  as  bring  out  and  develop  the  pupil’s  reasoning  powers 
rather  than  a test  of  memory. 

The  laboratory  work  should  be  largely  quantitative.  Illustrative 
experiments  should  be  mostly  by  the  instructor  in  the  develop- 
ment of  the  lessons.  The  pupil  should  have  such  instruction  as 
will  enable  him  to  understand  what  he  is  seeking  to  accomplish, 
and  such  questions  as  will  lead  him  to  a comprehension  of 
the  principles  involved  and  their  relation  to  the  class  work,  thus 
making  the  class  and  laboratory  a unit. 

Sixteen  pupils  in  a laboratory  and  thirty  in  a class  should  be 
the  extreme  limit  of  numbers.  Accurate  records  of  processes, 
results,  and  conclusions  should  be  kept  by  each  pupil  and  these 
records  should  be  in  the  pupil’s  own  language  and  not  copied 
from  a book  or  instruction  sheet. 


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A course  of  one  year  in  physics  is  the  minimum  in  which  it 
can  be  treated  even  in  a very  elemetary  manner.  A year  and  a 
half  should  be  given  to  the  subject  where  possible.  Approxi- 
mately one  half  of  this  time  should  be  devoted  to  laboratory 
work. 

No  school  should  attempt  instruction  in  physics  without  a 
teacher  well  grounded  in  the  principles  of  the  subject-matter  and 
familiar  with  the  laboratory  methods,  and  a laboratory  well 
equipped  for  demonstrating  and  testing  the  principles  and  laws 
tb,at  are  developed  in  the  text.  No  laboratory  is  complete  with- 
out a shop  equipped  with  a lathe  for  wood  and  iron,  a set  of  wood 
working  tools,  some  iron  working  tools  and  a soldering  outfit. 


OUTLINE. 

I.  Introduction. 

1.  Classification  of  subjects. 

2.  Properties  of  matter. 

(1)  Universal. 

(2)  Special  or  characteristic. 

II.  Position. 

1.  Methods  of  locating  a particle  in  a plane. 

(1)  By  abscissa  and  ordinate  (geographical  and  astronom- 

ical) . 

(2)  By  giving  the  direction  and  length  of  the  line  connecting 

the  particle  with  the  point  of  reference 
2.  Location  of  a particle  in  space. 

III.  Units. 

1.  Fundamental  units. 

(1)  Length,  mass,  time. 

2.  Derived  units. 

(1)  Surface,  volume,  speed,  acceleration,  etc. 

3.  Systems. 

(1)  English  and  Metric. 

(The  various  derived  units  should  be  taught  as  they 
are  needed  in  the  development  of  the  topics) . 

4.  Methods  of  measuring  length. 

(1)  Vernier,  micrometer,  spherometer. 

IV.  Motion. 

1.  How  described. 

2.  Kinds. 

(1)  Uniform  motion. 

a.  Speed,  velocity.  (Scalar,  Vector.) 

(2)  Variable. 

a.  Acceleration. 

(a)  Direction  constant,  speed  variable. 

I.  Development  of  formula. 

(b)  Speed  constant,  direction  vaiiable. 

(Uniform  motion  in  a circle  ) 

(3)  Simple  harmonic  motion. 


FOR  THE  TRAINING  OF  TEACHERS. 


81 


V.  Relation  between  force,  mass  and  motion. 

1.  Definitions  of  units. 

2.  Newton’s  laws  of  motion. 

3.  Relation  between  force,  mass  and  acceleration. 

4.  Composition  of  forces,  graphical  representation. 

5.  Gravitation. 

(1)  Laws. 

(2)  Center  of  mass 

a.  Equilibrium. 

(3)  The  pendulum. 

a.  Laws. 

b.  Usts. 

6.  Moment  of  force. 

VI.  Energy  and  work. 

1.  Energy — definition,  unit. 

(1)  Kinds— kinetic,  potential. 

(2)  Conservation  and  correlation. 

(3)  Relation  between  energy  and  work. 

2.  Work  defined  and  its  unit  compared  with  unit  of  energy. 

VII.  Application  of  the  principles  of  energy  to  machines. 

1.  Machines,  simple  and  compound.  (Examples  of  simple 

machines.) 

(1)  General  laws.  (Conservation  of  energy.) 

(2)  Mechanical  advantages. 

(3)  Efficiency. 

2.  The  balance. 

VIII.  Mechanics  of  fluids. 

1.  Definition  of  fluids,  liquid,  gas. 

2.  Atmospheric  pressure. 

(J)  Measurement  of  barometer — aneroid  and  mercurial- 

3.  Relation  between  pressure  and  volume'.  Hoyle’s  law. 

4.  Air  pump  and  its  uses. 

5.  Upward  pressure,  and  its  cause. 

(1)  Specific  gravity. 

6.  Siphons  and  pumps. 

7.  Surface  tension. 

(1)  Cause;  uses  in  nature. 

IX.  Elasticity. 


1. 

Its  universality. 

2. 

Elasticity  of  size  and  shape. 

3. 

Coefficient. 

4. 

Vibrations  due  to  elasticity. 

(Wave  motion  within  a sub' 

5. 

stance.) 

Waves;  definition  and  kinds  of 

motion . 

Sound. 

1. 

Nature;  definitions;  distinction  between  sound  and  hearing. 

2. 

Propagation. 

(1)  Speed  in  various  media. 

(2)  Reflection  and  refraction. 


6 


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3.  Properties. 

(1)  Pitch,  how  varied. 

(2)  Quality. 

(3)  Intensity. 

(4)  Interference  and  beats. 

4.  Musical  scale;  harmony. 

5.  Vibration  in  strings;  laws  of. 

6.  Vibrations  in  air  columns. 

7.  Methods  of  studying  sound  waves. 

(1)  Manometric  flame. 

(2)  Kundt’s  tube. 

XI.  Electrostatics. 

1.  Fundamental  phenomena. 

2.  Electrofaction  and  electric  field. 

3.  Conductors  and  insulators. 

4.  Electrofaction,  a form  of  energy;  how  produced,  how  de'ectecl. 

5.  Potential  and  difference  of  potential. 

6.  Condensers  and  their  capacity . 

7.  Electrostatic  induction;  distribution  of  charge;  the  electroscope. 

8.  Electrophorous  and  electric  machines. 

XII.  Current  electricity. 

1.  Two  methods  of  producing  electric  currents. 

(1)  The  voltaic  cell. 

a.  Conductors  of  first  and  second  class. 

b.  Arrangement  of  conductors  in  a cell. 

c.  Some  of  the  practical  forms  of  voltaic  cells. 

(2)  Faradayic,  or  cutting  lines  of  force — induced  currents. 

a.  Various  illustrations  of  induced  currents. 

b.  Primary  and  secondary  currents. 

(a)  Transformer  and  dynamo. 

2.  Effects  of  the  electric  current. 

(1)  Electrolysis. 

a.  Illustrations. 

b.  Faraday’s  Laws  of  Electrolysis. 

(a)  Unit  of  current,  the  Ampere. 

(2)  Heating  effects. 

a.  Illustrations  and  laws  of  heating. 

b.  Cause  of  heating,  electrical  resistance. 

(a)  The  unit  of  resistance,  the  Ohm. 

(3)  Magnetic  effects. 

a.  Illustrations. 

b.  Electromagnets,  galvanometers,  motors. 

3.  Ohm’s  law  and  its  application;  electromotive  force;  volt. 

XIII.  Magnetism . # 

1.  Definitions  of  parts  of  magnets,  of  kinds  of  magnets. 

2.  Leading  facts  of  magnetism. 

(1)  A pivoted  magnet  takes  a certain  direction.  Mariner’s 
compass. 


FOR  THE  TRAINING  OF  TEACHERS. 


88 


(2)  The  magnetic  meridian  varies  on  different  parts  of 

the  earth’s  surface  and  on  the  same  part  from 
time  to  time. 

(3)  Magnetic  dip. 

(4)  Attraction  and  repulsion  between  poles. 

(5)  Magnetic  field,  lines  of  force. 

(6)  The  earth  itself  a great  magnet. 

(7)  The  earth’s  action  a couple. 

(8)  Magnetic  quality  disappears  at  red  heat. 

(9)  Magnetization  a molecular  property. 

(10)  Magnetic  induction . 

XIV.  Heat. 

1.  Definition  of  heat;  sources;  effects. 

2.  Temperature  and  instruments  for  measuring  temperature. 

3.  Distribution;  conduction  and  radiation,  aided  by  the  mechan- 

ical process  of  convection  currents. 

4.  Expansion  and  expansion  coefficients. 

5.  Laws  of  change  of  state. 

6.  Calorimetry;  unit  of  heat;  specific  heat  and  latent  heat. 

7.  Thermodynamics;  relation  between  heat  and  work,  steam  engine. 

XV.  Light. 

1.  Medium  and  nature  of  light. 

2.  Velocity  and  intensity  of  light;  photometry. 

3.  Reflection  and  refraction;  mirrors  and  lenses. 

4.  Interference  and  its  attending  phenomena. 

5.  Dispersion. 

(1)  Spectra. 

a.  Spectroscope  and  its  use. 

6.  Optical  instruments:  microscope,  telescope,  camera,  projec- 

tion-lantern. 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


ECONOMICS. 

A free  government  depends  for  its  existence  upon  the  intelli- 
gence of  its  people.  The  future  history  of  our  country  will 
depend  to  a great  degree  upon  a general  diffusion  of  correct 
political  and  economic  principles. 

Students  who  can  master  the  principles  of  geometry  and 
solve  quadratic  equations  will  have  no  difficulty  in  grasping  the 
ideas  presented  in  the  elements  of  this  subject.  When  students 
arrive  at  the  age  when  they  take  upon  themselves  the  duties  of 
an  American  citizen  at  the  ballot  box,  or  in  influencing  those 
that  do,  they  should  be  capable  of  making  broad  and  sensible 
judgments  on  all  important  economic  questions. 

To  this  end  it  is  assumed  that  reference  will  be  made  con- 
stantly to  the  works,  on  economics,  mentioned  elsewhere  in  this 
manual,  whatever  work  be  made  the  basis  for  use  in  the  class- 
room. 


OUTLINE. 

I.  Preliminary  and  historical. 

1.  Definitions  of  economics  compared. 

2.  Four  departments  named,  defined,  and  briefly  discussed. 

3.  Two  kinds  of  consumption — Final  and  productive. 

4.  Consumers — Definition. 

(1)  Unproductive. 

a.  Defectives. 

b.  Parasites. 

(2)  Productive. 

a.  Giving  material  services. 

b.  Giving  personal  services. 

5.  Occupations. 

(1)  Unproductive. 

(2)  Productive. 

a.  Extraction. 

b.  Transportation. 

c.  Transformation. 

d.  Transfer  or  trade. 

e.  Personal  service. 

f.  Illustrations  and  discussions. 


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85 


II.  Wants  of  man. 

1.  As  to  importance  and  abundance  of  living. 

(1)  Necessities. 

(2)  Comforts. 

(3)  Luxuries. 

2.  As  to  origin  and  quality  of  living. 

(1)  Physical. 

(2)  Intellectual. 

(3)  Moral. 

(4)  Spiritual. 

(5)  Social. 

(6)  Aesthetic. 

3.  Civilization— The  process  of  developing  new  wants  and  means 

of  satisfying  them. 

(1)  Material  civilization. 

(2)  Moral  civilization. 

III.  Economic  History— Relation  to  material  civilization. 

1.  Stages. 

(1)  Hunting  and  fishing. 

(2)  Pastoral  or  herding. 

(3)  Agricultural. 

(4)  Commercial  and  manufacturing. 

(5)  Industrial  or  factory. 

(6)  Trust  or  monopoly. 

(7)  Characteristics  of  each  stage. 

(8)  Illustrations  of  each,  taken  from  history. 

2.  Migratory  and  home  periods. 

IV.  Competition— Nature. 

1.  Importance  in  economic  science  and  life. 

2.  Free  and  restrained  competition. 

3.  Tests  of  all  rights— (Interference  with  the  rights  of  others — The 

public  good). 

See  Ely’s  outlines,  page  257. 

4.  Governmental  interference. 

(1)  Just  examples. 

(2)  Unjust  examples. 

5.  Other  obstacles  to  free  competition. 

V.  Fundamental  definitions. 

1.  Utility,  definition. 

(1)  Not  so  much  a quality  residing  in  the  thing  as  a relation 

between  things  and  persons,  and  therefore  relative 
and  variable. 

(2)  Utility  to  the  individual— Individual  or  personal  utility . 

(3)  Utility  to  society — Social  utility. 


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2.  Goods— Definition— Essential  attribute. 

(1)  Internal  (or  subjective). 

(2)  External  (or  objective). 

a.  Free. 

b.  Economic. 

(a)  Wealth  (material). 

(b)  Personal  service  (apparently  immaterial). 

(c)  Representative  goods,  e.  g.,  mortgages, 

deeds,  etc. 

3.  Wealth  — Definitions. 

(1)  Essential  characteristics. 

a.  Utility. 

b . Transferability . 

c.  Difficulty  of  attainment  (scarcity). 

d.  Materiality  and  possession  or  ownership  implied 

in  transferability. 

e.  Value  i.  e.,  the  worth  in  other  things,  the  pur- 

chasing power,  implies  all  three  of  the  above 
essentials. 

(2)  Comparison  of. 

a.  Goods  and  wealth. 

b.  Utility  and  value. 

N.  B.  The  discrimination  between  these  terms  is  very  important. 

(3)  Classification  of  goods  according  to  use. 

a.  Consumption  goods.  Definition  and  examples. 

b.  Production  goods.  Definition  and  examples. 

VI.  Production.  Define. 

1.  Agents  of. 

(1)  Land  (or  nature). 

(2)  Labor. 

(3)  Capital. 

2.  Which  are  essential  or  primary?  Explain.  Which  is  secondary? 

3.  Further  analysis  of  labor  agent. 

(1)  Labor  (in  ordinary  sense). 

(2)  Business  management. 

(3)  Government  protection. 

4.  Shares  to  each  agent. 

VII.  Land  Definition. 

1.  Identity  with  nature. 

2.  Two  forms. 

(1)  Material — e.  g.,  trees,  water,  air,  etc. 

(2)  Forces — e.  g. , gravity,  vital  force,  cohesion,  etc. 

3.  Constant  in  quantity. 

4.  Variable  in  quality. 

(1)  Hence  rent. 

5.  Law  of  diminishing  returns. 

(1)  Ways  of  postponing  the  point  of  diminishing  returns. 

(2)  Relation  of  the  law  to  population. 

(3)  Relation  of  the  law  to  agriculture. 

(4)  Relation  of  the  law  to  manufactures. 

6.  Is  there  a law  of  increasing  returns. 


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87 


VIII.  The  Malthusian  Doctrine. 

1.  Rate  of  increase  in 

(1)  Population. 

(2)  Products. 

2.  Probability  of  general  starvation. 

3.  The  other  side. 

(1)  Effect  of  civilization  on 

a.  Increase  of  population. 

Illustrated  from  U.  S.  Census. 

Illustrated  from  French  history,  etc. 

b.  Increase  of  products. 

Compare  early  English  and  modern  crops. 
Compare  ancient  and  modern  manufactures. 

IX . Labor . Definitions . 

1.  Primitive  form  (see  Clark’s  Philosophy  of  Wealth,  page  10). 

2.  Labor  and  services. 

3.  Classes  of  laborers. 

(1)  Wage  earners. 

(2)  Undertakers  (Entrepreneurs,  proprietors). 

a.  Non-employing  (Antonomous  producers) . 

b.  Employing  undertakers. 

c.  Examples  of  each. 

4.  Wages. 

(1)  Necessary  profits  or  wages  of  superintendence. 

(2)  Pure  profits. 

5.  Division  of  labor. 

(1)  Advantages. 

(2)  Disadvantages. 

6.  Efficiency  of  labor. 

(1)  Causes  of  difference  in  efficiency. 

(2)  Lessons  for  employers. 

X . Capital . Definition . 

1.  Identical  with  production  goods  (?). 

2.  Is  all  wealth  capital? 

3.  Forms  of  capital. 

(1)  Subsistence. 

(2)  Tools. 

(3)  Material. 
f4)  Illustrations. 

a.  Is  substance  capital? 

4.  Kinds  of  capital. 

(1)  Fixed. 

(2)  Circulating. 

(3)  Principle  touching  the  relation  of  the  two. 

5.  The  law  of  capital. 

(1)  Discussion  of  same. 

(2)  The  influence  of  capital  on  production  with  illustra- 

tions from  history. 


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XI.  Exchange.  Definition. 

1.  Three  instruments  or  modes  of  exchange. 

2.  Definitions  and  illustrations. 

3.  Difficulties  of  barter. 

4.  Money. 

(1)  Origin,  etc. 

5.  Credit. — Definition. 

(1)  Kinds. 

6.  Money. 

(1)  Essential  characteristics. 

(2)  Discussion  of  each. 

(3)  Functions  of  money. 

(4)  Definitions. 

(5)  Deferred  payments. 

(6)  Tabular  standard. 

(7)  Three  conceptions  of  money — Ely,  p.  140. 

a.  Popular. 

b . Legal . 

c.  Economic. 

(8)  Definitions  and  illustrations. 

(9)  Coin  money. 

a.  Kinds. 

b.  Bimetallism. 

c.  Gresham’s  law. 

d.  History  of  coinage. 

10.  Paper  money  of  the  United  States. 

(1)  Brief  history. 

XII.  The  law  of  value. 

1.  Value  as  affected  by  supply.  (Cost  of  production.) 

2.  As  affected  by  demand. 

3.  The  equation  of  supply  and  demand. 

4.  The  marginal  producer  or  seller. 

5.  Marginal  consumer  or  purchaser. 

6.  Law  of  value  by  English  school. 

7.  Law  of  value  by  Austrian  school. 

XIII.  Distribution. 

1.  Definition. 

2.  Table  showing. 

(1)  Agents. 

a.  Land. 

b.  Labor. 

fa)  Labor  proper. 

(b)  Business  management. 

(c)  Government  protection. 

c.  Capital. 

(2)  Sharers. 

a.  Landlord. 

b.  Wage  earners. 

c.  Proprietor  or  undertaker. 

d.  Society. 

e.  Capitalist. 


FOR  THE  TRAINING  OF  TEACHERS. 


89 


(3)  Portions. 

a.  Rent. 

b.  Wages. 

c.  Profits. 

d.  Taxes. 

e.  Interest. 

XIV.  The  capitalist’s  share. 

1.  The  law  of  interest. 

2.  Influence  of  supply  and  demand. 

(1)  Interest  in  a new  country  with  little  capital. 

(2)  Interest  in  an  old  country  with  much  capital. 

(3)  Tendency  of  rate  to  fall. 

(4)  Effect  of  usury  laws. 

3.  Law  of  interest — rate  determined  by  productivity  of  capital  to 

marginal  (least  competent)  borrower. 

XV.  Law  of  wages. 

1.  Wages. 

(1)  Upper. 

a.  The  full  product  of  labor. 

(2)  Lower. 

a.  The  standard  of  life — i.  e.,  what  will  maintain 
the  laborer  and  his  family  in  effective  work- 
ing condition. 

2.  Rate  determined  by  the  productivity  of  labor  to  the  marginal 

employer. 

3.  Variations  from  this  law  caused  by  imperfect  competition. 

(1)  Governmental  interference,  examples  from  history. 

a.  Statute  of  laborers,  etc. 

b.  Combinations,  laws. 

(2)  Combinations  of  employers. 

Examples— e.  g.,  among  coal  miners. 

(3)  Weakness  and  timidity  of  workmen  unable  to  assert 

themselves — e.  g.,  school  teachers,  etc. 

(4)  Custom. 

a.  Examples  from  early  history. 

4.  The  effect  of  women’s  and  children’s  labor  on  the  rate  of 

wages. 

5.  Women’s  wages. 

(1)  Why  lower  than  men’s. 

(2)  Influence  of. 

(3)  Productivity. 

(4)  Cost  of  maintenance. 

a.  With  no  families  to  support. 

b.  With  parents  furnishing  home  and  frequently 

board. 

c.  With  less  combination  for  mutual  defense. 

d.  With  prospects  of  marriage  in  near  future. 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


XVI.  Law  of  rent. 

1.  Origin  of  rent  in  varying  productivity  of  land. 

(1)  Two  elements  in  productivity. 

a.  Fertility. 

b.  Proximity  to  market. 

2.  Marginal  land — land  just  good  enough  to  pay  for  cultivating. 

3.  Law  of  rent — rent  is  determined  by  the  excess  of  the  produc- 

tivity of  any  land  over  that  of  the  marginal  land.  Problems. 

4.  Influence  of  modern  transportation  on  rents. 

XVII.  Law  of  profit. 

1.  Profits  as  dependent  on  business  management. 

2.  Profits  caused  by  difference  in  business  ability. 

3.  Profits  and  management  of  employers. 

4.  Profits  measured  by  excess  of  productivity  of  any  employer  over 

that  of  the  marginal  employer  (entrepreneur  problems). 
XVIII.  Unsatisfactory  distribution  and  proposed  remedies. 

Monopolies  as  affecting  distribution. 

(1)  Nature  of  monopolies. 

a.  Partial. 

b.  Public  and  private  monopolies. 

(a)  Examples  of  each. 

c.  Temporary  and  local  monopolies. 

d.  Natural  monopolies. 

fa)  Nature  and  examples. 

e.  Artificial  or  social  monopolies. 

(a)  Examples. 

f.  Monopolies  by  combination  with  natural  monop- 

olies. 

g.  Public  ownership  of  natural  monopolies. 

XIX.  Co-operation. 

1.  Distributive. 

2.  Productive. 

3.  Nature  and  history  of  distributive  co-operation. 

(1)  Advantages. 

(2)  Success  in  America,  in  England. 

4.  Nature  of  productive  co-operation. 

(1)  Reasons  for  failure  of  pure  productive  co-operation.. 

(2)  Conditions  favorable  to  success. 

(3)  Examples  of  successful  productive  co-operation. 

XX.  Socialism. 

1.  Nature. 

2.  Essential  tenets. 

3.  Scientific  or  evolutionary. 

4.  Revolutionary. 

5.  Socialistic  phases  of  our  present  system. 

6.  Socialistic  tendencies  at  present. 

XXI.  Anarchism. 

1.  Nature. 

2.  Confusion  with  socialism. 


FOR  THE  TRAINING  OF  TEACHERS. 


91 


XXII.  Communism. 

1.  Nature  and  history. 

2.  Communities,  e.  g.  Amana. 

XXIII.  Trades  Unions. 

1.  Nature. 

2.  History. 

(1)  Origin  in  the  merchant  and  crafts  gilds. 

(2)  Stages  of  development  in  England  and  the  United 

States. 

3.  Advantages  and  service  done  to  labor. 

4.  Disadvantages  and  dangers. 

5.  Question  of  incorporation . 


XXIV.  Arbitration. 

1. 

Nature. 

2. 

History. 

3. 

Voluntary. 

4. 

Compulsory. 

5. 

Difficulties  to  be  met. 

Most  of  the  difficulties  of  distribution  to  be  settled  only  through 
the  observance  of  the  Gulden  Ru’e.  Read  Wright’s  Practical 
Sociology,  pp.  424-25. 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


CIVICS. 

The  object  of  this  work  should  be  to  develop  a larger 
interest  in  civic  history  and  problems,  rather  than  to  test 
a host  of  isolated  facts.  Great  attention  should  be  given  to 
comparing  parts  of  the  organic  law  of  the  state  and  nation ; little 
attention  should  be  given  to  the  changeable  things  in  civics.  The 
great  danger  of  work  in  our  schools,  concerning  civil  govern- 
ment, is  the  possibility  of  giving  too  large  attention  to  the 
mutable  things,  and  not  of  differentiating  from  the  permanent 
things.  The  chief  end  of  this  class  work  in  secondary  schools  is 
to  pay  large  attention  to  determining  what  is  permanent  and 
unchangeable,  and  what  is  mutable  and  variable.  There  are 
serious  abuses  in  this  direction  that  should  not  be  overlooked  in 
training  teachers. 

Large  attention  should  be  given  to  the  historic  development 
of  our  institutions,  and  much  collateral  reading  should  be 
required  of  those,  who  are  preparing  to  teach  this  important 
subject. 

OUTLINE. 

I.  Local  government  in  Iowa. 

(1)  The  township  and  the  municipality. 

(2)  The  county  and  its  functions. 

II.  The  state  government— general  view. 

III.  The  functions  of  the  executive  department. 

IV.  The  functions  of  the  legislative  department. 

V.  The  functions  of  the  judicial  department. 

VI.  The  public  institutions  of  Iowa. 

VII.  The  fiscal  transactions  and  expenditures. 

VIII.  Relations  of  the  state  to  the  general  government. 

IX.  Management  of  education  in  Iowa. 

X.  The  United  States  constitution  as  a whole. 

XI.  The  president. 

XII.  The  house  of  representatives. 

XIII.  The  senate. 

XIV.  The  district  and  circuit  courts. 

XV.  The  supreme  court. 

XVI.  How  are  laws  made? 

XVII.  Elections. 

XVIII.  The  territorial  system. 

XIX.  The  limitations  of  the  union,  and  of  the  states. 


FOR  THE  TRAINING  OF  TEACHERS. 


93 


IOWA  SCHOOL  LAW. 

There  is  no  more  important  subject  for  the  Iowa  teacher  than 
the  Iowa  school  law.  An  acquaintance  with  the  statutes  and 
decisions  which  directly  concern  the  teacher,  will  preserve  har- 
mony in  the  district  and  render  more  effective  the  teacher’s 
work. 

A mastery  of  the  subject  here  outlined  should  give  to  the 
teacher  and  prospective  teacher  a more  intelligent  view  of  the 
legal  rights  and  duties  of  school  officers,  teachers,  patrons,  and 
pupils.  To  the  end  that  greater  intelligence  in  matters  of  edu- 
cation will  lead  to  better  co-operation  of  officer,  teacher,  patron 
and  pupil,  this  subject  is  given  a place  in  this  outline. 

Only  the  important  matter  is  suggested;  the  method  of  pre- 
senting it  is  left  to  the  teacher. 

IOWA  SCHOOL  LAW. 

I.  School  districts. 

1.  Kind. 

(1)  The  school  township. 

a.  Corporate  rights  and  privileges. 

b.  Electors  and  elections. 

c.  Territorial  limitations. 

d.  Meetings  of  the  corporation. 

e.  Authority  of  said  meeting. 

f.  School  bonds. 

g.  Schoolhouse  sites. 

h.  Subdivisions. 

(a)  Subdistricts. 

1.  Meetings. 

2.  Electors  and  elections. 

3.  Authority  of  same. 

(2)  Independent  districts. 

a.  Rural. 

• (a)  Corporate  rights  and  privileges. 

(b)  Electors  and  elections. 

(c)  Territorial  limitations. 

(d)  Meetings  of  corporation. 

(e)  Authority  of  said  meeting. 

(f)  School  bonds  and  schoolhouse  sites. 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


Urban 

(a) 

Corporate  rights  and  privileges. 

fb) 

Territorial  limitations. 

(c) 

Electors  and  elections. 

(d) 

Meetings  of  corporation. 

(e) 

Authority  of  said  meetings. 

(f) 

School  bonds. 

(g) 

Schoolhouse  sites. 

II.  School  boards. 

1.  Membership. 

(1)  Variety  of  directors  as  to  different  districts. 

(2)  Qualifications  and  term. 

(3)  Authority  in  session  and  otherwise. 

2.  Duties. 

(1)  As  to  the  following: 

a.  Officers  of  board. 

b.  Bond  of  officers. 

c.  School  warrants. 

d.  Certifying  of  taxes. 

e.  Limitations  in  taxation. 

f.  Rules  and  regulations  for  the  schools. 

g.  Course  of  study. 

h.  Teaching  of  physiology. 

i.  Election  of  teachers. 

j.  Dismissal  of  teachers. 

k.  Contracts  with  teachers  and  others. 

l.  Visiting  schools. 

m.  Text-books  and  supplies. 

n.  Shade  trees,  school  sites,  repairs,  etc. 

o.  Kindergartens  and  other  schools. 

p.  Claims  against  district. 

q.  Trials,  etc. , etc. 

III.  School  teachers. 

1.  How  licensed  in  Iowa. 

(1)  Kinds  of  certificates. 

(2)  Character  of  examinations. 

(3)  Value  of  license  to  a teacher. 

(4)  Penalty  for  not  having  license. 

(5)  Revocation  of  license. 

2.  The  Normal  institute. 

(1)  Why  should  teachers  attend? 

(2)  Spirit  and  purpose. 

3.  Contracts. 

(1)  How  made. 

(2)  How  to  withdraw  legally  and  properly  from  contracts. 

(3)  Double  contract — legally  to  the  board,  morally  to  every 

child  in  the  district. 


FOR  THE  TRAINING  OF  TEACHERS. 


95 


4.  Reports. 

(1)  To  secretary  of  board. 

(2)  To  county  or  city  superintendent. 

(3)  To  patrons  of  the  school. 

5.  Records. 

(1)  For  the  district. 

(2)  For  successor. 

6.  Obligations,  legal  and  moral. 

(1)  To  the  child. 

(2)  To  the  parents. 

(3)  To  the  school  board. 

(4)  To  the  superintendent. 

(5)  To  the  profession. 

7.  Holidays  and  vacations. 

8.  Appeals  to  higher  authority. 

9.  Good  moral  character— what  is  implied? 

10.  Attitude  of  the  teacher. 

(1)  Toward  society. 

(2)  Toward  religion . 

(3)  Toward  morality. 

(4)  In  general  toward  the  ideals  of  the  community. 

IV.  The  school  patrons. 

1.  Residence  rights. 

2.  Elective  franchise. 

3.  Annual  school  meeting. 

4.  Schoolhouses. 

5.  Changing  text-books. 

6.  Course  of  study. 

7.  Selling  property. 

8.  Wards. 

9.  Schoolhouse  fund  surplus. 

10.  Schoolhouse  tax. 

11.  Special  meetings  of  the  people. 

12.  Conduct  of  a school  election. 

13.  Registration  of  voters. 

14.  Appeals  from  action  of  board. 

15.  Rights  as  to  the  course  of  study. 

16.  Children  on  the  way  to  and  from  school. 

17.  Rights  of  patrons  regarding  suspension  and  expulsion  of 

children . 

18.  Non-resident  children  and  their  parents. 

19.  Religious  instruction . 

20.  Condemnation  of  school  sites. 

V.  The  pupil. 

1.  Legal  age. 

2.  Rights  of  attending  school. 

3.  What  has  he  a right  to  study? 

4.  Who  says  where  he  must  begin  each  term? 

5.  When  attend  school  in  another  district? 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


6.  Physiology  and  hygiene. 

7.  Obey  rules  and  regulations. 

8.  Transportation  of. 

9.  Indigent  pupils  and  school  books. 

10.  Reading  bible. 

11.  Free  text-books. 

12.  Purchase  text-books. 

13.  Punishment  for  offenses. 

14.  Suspension,  etc. 

15.  Tardiness. 

16.  Attendance  bad. 

17.  When  is  corporal  punishment  not  legal? 

18.  Over  age,  how  attend  school? 

19.  Rights  on  the  streets  and  highways. 

20.  For  what  responsible  to  the  teacher  regarding  matters  outside* 

of  school  hours? 

VI.  The  school  superintendent. 

1.  Varieties  of  supervision  allowed  by  law. 

(1)  State. 

(2)  County. 

(3)  City. 

(4)  School  board. 

2.  Au  hority  for  city  superintendent’s  selection. 

3.  Who  can  be  a city  superintendent? 

4.  Duties  of  city  superintendent. 

5.  Province  of  said  officer. 

6.  Power  to  dictate. 

7.  Power  to  govern. 

8.  General  duties— how  determined? 

9.  Why  employed  only  in  independent  districts? 

10.  Visiting  schools 

11.  Holding  teachers’  meetings,  etc. 

VII.  The  county  superintendent. 

1.  Other  official  positions. 

2.  Qualifications. 

3.  Selection,  how  made? 

4.  Under  whom  and  to  what  extent. 

5.  Visitation  of  schools. 

6.  Authorizing  persons  to  teach. 

7.  Revoking  certificates. 

8.  Normal  institute. 

9.  Report  to  whom  and  about  what? 

10.  Salary. 

11.  Schoolhouse  plans. 

12.  Condemning  school  sites. 

13.  School  trials. 

14.  County  board  of  education. 

15.  Authority  when  visiting  schools. 

16.  Educational  meetings. 


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97 


17.  Responsibility  for  success  of  schools. 

18.  Limits  of  his  services  that  are  reasonable. 

19.  Magnitude  of  his  work 

20.  Qualifications  essential. 

VIII.  General  matters. 

1.  State  superintendent. 

2.  State  board  of  educational  examiners. 

3.  The  state  schools  and  their  educational  province. 

4.  Deficient  sight  and  hearing,  etc.,  of  pupils,  and  rights  in  such 

cases . 

5.  Women  voting  at  school  elections. 

6.  County  high  school. 

7.  Library  in  schools. 

8.  Apparatus  for  schools. 

9.  Oath  of  school  officers. 

10.  School  month. 

11.  School  taxes— limits. 

12.  School  orders  and  their  negotiability. 


7 


98 


MANUAL  FOR  ACCREDITED  SCHOOLS 


VOCAL  MUSIC. 

The  future  of  general  music  development  lies  largely  in  the 
hands  of  the^eublic  school  teachers.  The  patrons  of  the  schools 
are  anxious  to  have  their  children  enjoy  the  advantages  of 
musical  culture  and  they  are  willing  that  a reasonable  amount 
of  time  be  given  to  the  subject.  The  urgent  demand  is  that  the 
teachers  be  given  a thorough  elementary  course  in  vocal  music. 
A study  of  methods  for  prese^ing  music  is  highly  desirable  but 
it  should  not  precede  the  important  consideration  of  getting 
something  to  present.  Only  in  proportion  as  we  make  musicians 
of  our  teachers  can  we  reasonably  expect  to  get  music  on  its  feet 
in  the  schools.  In  preparing  teachers  for  their  work  in  school 
music,  there  is  a special  necessity  for  emphasizing  the  important 
things  and  subordinating  the  unimportant.  The  limited  time 
that  can  be  given  to  the  subject  is  not  sufficient  for  complete 
preparation.  A few  things  are  to  be  mastered;  others  treated 
incidentally;  while  a considerable  part  of  the  subject  must  be 
merely  touched  upon  or  omitted.  Learning  to  read  music  by 
the  use  of  the  syllables,  Do,  Re,  Mi,  etc.,  should  be  strongly 
emphasized  during  the  teachers’  course.  A considerable  degree 
of  skill  is  necessary  on  the  part  of  the  teacher  if  she  is  to  develop 
enthusiasm  on  the  subject  in  her  class. 

There  are  various  devices  for  developing  the  sense  of  rhythm. 
As  a foundation  for  mastering  the  subject  of  rhythm  and  becom- 
ing an  independent  reader,  beating  time  with  the  hand  ranks 
first.  Every  teacher  should  be  able  to  beat  time  with  an  easy, 
rhythmical,  sprightly  movement.  It  takes  persistent  practice  to 
acquire  this  skill. 

As  all  progress  in  sight  singing  depends  on  ability  to  sing  the 
intervals  of  the  scale,  the  scale  must  be  learned  as  a preparation 
for  successful  work.  Ability  to  sing  these  intervals  is  as  essential 
to  the  reader  of  music  as  the  addition  table  is  to  the  book-keeper. 

Note  reading  as  far  as  possible  should  be  learned  by  the  use 
of  pleasing,  musical  songs  rather  than  by  merely  mechanical 
exercises. 


FOR  THE  TRAINING  OF  TEACHERS. 


99 


The  essentials  in  the  rudiments  of  music  should  be  learned, 
not  as  isolated  facts,  but  as  parts  of  a related  whole. 

A good  variety  of  songs  suitable  for  school  use  should  be 
learned.  The  singing  of  these  songs  furnishes  opportunity  for 
voice  training  and  practice  in  the  multitude  of  details  that  are 
involved  in  correct  song  interpretation. 

Every  song,  note  reading  exercise,  or  scale  drill,  should  be  an 
exercise  in  voice  culture  and  ear  training.  The  habit  of  singing 
with  soft  musical  tones,  and  with  expression  sdftable  to  the 
words  and  music  is  of  first  importance  for  bothr-  teacher  and 
pupils. 

The  following  brief  outline  gives  the  general  scope  of  the 
work  that  is  expected  to  be  done : 

• 

OUTLINE. 

I.  Elements  of  music. 

1.  Diagram  major  scale  in  form  of  ladder  and  note  where  half 

steps  occur. 

2.  Diagram  two  octaves  of  keyboard  of  organ  and  learn  names  of 

both  white  and  black  keys. 

3.  Apply  the  major  scale  to  keyboard.  Place  Do,  or  1,  of  the 

scale  on  the  various  keyletters  and  note  what  sharps  and 
flats  are  used,  and  why  they  are  used,  in  the  different  keys. 

4.  Diagram  the  bass,  and  the  soprano  staff,  connecting  them 

with  middle  C,  and  learn  the  location  of  all  the  letters. 

5.  Diagram  in  a horizontal  line  all  the  notes  in  common  use  and 

put  the  corresponding  rests  directly  under  them. 

6.  Apply  the  major  scale  to  the  keyboard  and  write  out  the  dif- 

ferent keys  on  the  soprano  staff,  (1)  without  signatures,  (2) 
with  signatures. 

7.  Illustrate  by  diagram  one  measure  each  of  the  different  kinds 

of  time  in  common  use,  and  mark  the  accented  beats. 

8.  In  beating  time  with  the  hand,  there  are  but  three  different 

movements  to  learn,  namely: — “down,  up,”  for  double 
time;  ‘‘down,  left,  up,”  for  triple  time;  and  “down,  left, 
right,  up,”  for  quadruple  time.  In  learning  a song  in  f 
time,  it  is  well  to  beat  “down,  left,  up;  down,  left,  up,” — 
six  beats  for  each  measure — at  first,  but  later,  especially  if 
the  movement  is  quick,  there  should  be  but  two  beats  in  a 
measure. 

9.  To  find  the  pitch  for  Do  in  the  different  keys  by  the  use  of  a C 

pitch  pipe,  the  following  scheme  is  used: 

For  key  of  G,  call  “C”  Do  and  sing  down  to  Sol,  and 
call  that  Do. 

For  key  of  D,  call  “C”  Do  and  sing  down  to  Re,  and 
call  that  Do. 


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MANUAL  FOR  ACCREDITED  SCHOOLS 


For  key  of  A,  call  “C”  Do  and  sing  down  to  La,  and 
call  that  Do. 

For  key  of  E,  call  “C”  Do  and  sing  down  to  Mi,  and 
call  that  Do. 

For  key  of  B,  call  “C”  Mi,  and  sing  down  to  Do,  and 
call  that  La,  sing  up  to  Do. 

For  key  of  F,  call  “C”  Sol,  and  sing  down  to  Do. 

For  key  of  B,  call  “C”  Re,  and  sing  down  to  Do. 

For  key  of  E,  call  ‘ ‘C”  La,  and  sing  up  to  Do. 

For  key  of  A,  call  “C”  Mi,  and  sing  down  to  Do. 

For  key  of  D,  call  “C”  La,  sing  up  to  Do,  call  that  Re, 

sing  down  to  Do. 

10.  Write  chromatic  scales  in  all  the  keys. 

11.  Learn  definitions  of  the  ordinary  terms  used  in  music. 

12.  Introduce  the  minor  scale  (harmonic  form).  Show  its  relation 

to  the  major  scale  by  means  of  ladders  attached  side  by 
side,  also  by  writing  them  on  the  staff. 

13.  Learn  biographical  sketches  of  leading  musicians  and  outline 

of  musical  history,  if  time  will  permit. 

II.  Scale  practice. 

It  is  well  known  that  teachers  using  the  Tonic-sol-fa  method  have 
been  able  to  do  wonders  in  getting  people  in  general,  both  children 
and  adults,  to  read  music  at  sight.  The  simplicity  of  the  whole 
system  has  doubtless  had  much  to  do  in  producing  these  results;  but 
the  leading  principle  is  that  the  pupil  is  led  to  feel  the  special  char- 
acter of  each  sound  in  the  scale. 

The  problems  in  learning  to  read  music  are  substantially  the  same 
whether  the  music  be  written  on  a staff,  or  written  without  the  staff  as 
in  the  Tonic-sol-fa  system.  The  pupil  must  learn  to  recognize  notes 
and  be  able  to  think  the  tones  represented  by  those  notes  before  he 
can  read  music  at  s'ght.  Experience  proves  that  the  real  test  in  sight 
singing  is  to  be  able  to  think  the  correct  tones  immediately  after  see- 
ing the  notes.  Success  in  this  depends  on  thoroughly  mastering  the 
scale. 

Each  tone  in  the  scale  has  characteristics  peculiar  to  itself.  It 
will  add  greatly  to  the  interest  and  the  effectiveness  of  the  work  to 
have  the  class  recognize  these  characteristics,  and  express  them  by 
singing  the  tones.  Do  is  the  foundation  tone,  the  home  tone.  It  is 
characterized  by  strength.  Re  is  full  of  promise,  life,  and  courage. 
It  is  the  optimistic  tone.  Mi  is  quiet,  soothing,  and  restful.  It  is  the 
lullaby  tone.  Fa  is  grand,  awe  inspiring,  infinite.  Sol  is  bright, 
rousing,  triumphant.  La  is  plaintive,  sad.  It  is  called  the  weeping 
tone.  Si  (or  Ti)  is  sensitive,  incomplete.  It  reaches  up  to  Do. 

In  having  pupils  express  the  qualities  of  the  different  tones  as  they 
sing  them,  there  is  a fine  opportunity  to  lead  them  into  artistic  sing- 
ing. Take  the  syllable  ‘‘Mi,”  for  example.  If  a class  merely  think 
of  its  being  a sound  a step  higher  than  Re,  they  may  sing  it  with  a 
lifeless  ‘ ‘throaty”  tone  wholly  devoid  of  musical  feeling,  but  let  them 
try  to  express  sympathy  for  a suffering  friend  by  singing  that  syllable, 
and  at  once  they  are  transformed  into  a new  class.  The  harsh  tones 


FOR  THE  TRAINING  OF  TEACHERS. 


101 

are  softened,  the  lifeless  tones  vitalized;  in  short,  noise  has  been  sup- 
planted by  music. 

There  should  also  be  a diagram  of  the  major  scale  put  on  the 
board  in  the  form  of  a ladder  with  the  syllables  Do,  Re,  Mi,  etc., 
written  on  the  round.  A spirited  drill  in  skips  in  the  scale  should  be 
conducted  from  this  for  a few  minutes  at  every  session,  until  great 
skill  is  acquired. 

The  following  are  some  of  the  devices  chat  may  be  used,  the  teacher 
indicating  with  the  pointer  the  notes  to  be  sung.  Every  exercise 
should  end*  in  Do.  The  prime  mark  after  Do  (Do’)  indicates  that 
upper  Do  is  to  be  sung.  Work  should  be  continued  on  this  until  the 
class  can  sing  the  entire  series  accurately  from  memory: 

1.  Do,  Mi,  Sol,  Mi  (three  times). 

2.  Do’,  Sol,  Mi,  Sol  (three  times). 

3.  Do,  Fa,  La,  Fa  (three  times). 

4.  Do’,  La„  Fa,  La  (three  times). 

5.  Do,  Mi,  Sol,  Mi,  Do,  Fa,  La,  Fa. 

6.  Do’,  Sol,  Mi,  Sol,  Do’,  La,  Fa,  La. 

7.  Do,  Re,  Do,  Mi,  Do,  Fa,  Do,  Sol,  Do,  La,  Do.  Si,  Do’,  Do. 

8.  Do’,  Si,  Do’,  La,  Do’,  Sol,  Do’,  Fa,  Do’,  Mi.  Do’,  Re,  Do’,  Do. 

9.  Do,  Re,  Do,  Re,  Mi,  Re,  Mi,  Fa,  Mi,  Fa,  Sol,  Fa,  Sol,  La,  Sol,  La, 

Si,  La,  Si,  Do’ . 

10.  Do’,  La,  Si,  Do’,  Sol,  La,  Si,  Fa,  Sol,  La,  Mi,  Fa,  Sol,  Re,  Mi,  Fa, 

Do,  etc. , etc. 

Another  device  for  giving  variety  to  scale  drill  is  to  place  the  num- 
bers 1,  2,  3,  4,  5,  6,  7,  8,  on  the  board  without  regard  to  order,  point 
to  the  numbers  and  have  pupils  sing  the  corresponding  tones. 

Singing  familiar  tunes  from  memory,  using  the  syllables  Do,  Re, 
Mi,  etc. , makes  an  interesting  diversion  occasionally,  and  affords  the 
finest  kind  of  practice. 

III.  Sight  singing. 

The  paramount  aim  in  school  music  is  to  have  the  masses  of  the 
pupils  learn  to  read  music  at  sight.  When  this  is  done  the  way  will  be 
paved  for  having  real  music  in  the  home,  the  school,  and  the  church, 
instead  of  using  the  silly  claptrap  stuff  that  is  so  vigorously  crowded 
upon  the  market.  Note  reading  should  not  be  considered  merely  as 
something  to  teach  to  children,  but  as  the  key  which  is  to  unlock  to 
the  masses  the  store  house  of  rich  music  that  has  been  bequeathed  to 
them  by  the  masters.  Note  reading  should  occupy  more  than  half  of 
the  entire  time  devoted  to  music  in  a teachers’  course  until  the  students 
can  read  music  independently. 

IV.  Song  interpretation. 

Generally,  miscellaneous  song  singing,  unless  directed  toward 
specific  ends,  is  rather  an  unprofitable  occupation  for  music  classes, 
for  the  precious  motnents  in  which  so  much  might  be  done  are  spent, 
not  in  acquiring  skill  for  future  use,  but  merely  in  working  off  energy. 
But  when  songs  are  sung  with  spirit  and  with  artistic  finish,  the 
exercise  becomes  the  crowning  feature  of  all  public  school  music  work. 


102 


MANUAL  FOR  ACCREDITED  SCHOOLS 


ELEMENTARY  PSYCHOLOGY. 

The  teacher  works  with  mind.  It  therefore  becomes  neces- 
sary that  he  understand  the  nature  of  mind  and  its  modes  of 
activity  that  he  may  work  in  accord  with  them,  for  the  best 
results.  The  following  outline  indicates  the  parts  of  the  subject, 
the  knowledge  of  which  is  believed  to  be  essential  that  he  may 
be  an  intelligent  worker  in  the  schoolroom.  Such  knowledge 
will  not  only  enable  him  to  judge  of  his  methods  and  devices, 
but  will  give  him  power  of  adaptation  and  make  him  an 
increasingly  interested  student  of  child  life  and  keep  him  a 
zealous  and  growing  teacher. 

OUTLINE. 

I.  General. 

1.  Knowledge  of  mind  as  an  aid  in  teaching. 

2.  Mind  and  body — Physiology  of  the  nervous  system  in  its  gen- 

eral functions.  Conditions  of  body  as  affecting  the  mental 
life.  Mental  conditions  as  influencing  bodily  activity. 

3.  How  to  study  the  mind — objective  method;  subjective  method; 

advantages  and  disadvantages  of  each.  How  to  observe 
children — value  of  genetic  psychology  to  the  teacher. 

4.  Consciousness;  varying  states  of;  threshold;  subconsciousness; 

evidences  of;  relation  to  conscious  life. 

II.  Knowledge  process. 

1.  Attention;  kinds;  physical  signs  of  laws;  obstacles  to;  rise  of 

voluntary  from  involuntary;  relation  to  study;  relation  to 
memory;  training  of. 

2.  Interest;  nature  of;  natural  and  acquired;  relation  to  study; 

teacher’s  use  of. 

3.  Apperception;  how  the  mind  relates  experiences;  assimilative 

power  as  affected  by  age,  sex,  environment. 

III.  Knowing. 

1.  Sensation — Physiological  and  psychical  elements;  differences 

of  quantity  and  quality;  relative  value  of  the  different 
senses;  knowledge  obtained  through  each. 

2.  Perception.  Elements  of;  what  the  child  perceives;  .fusing  of 

knowledge  given  by  different  senses;  training  to  observe; 
cultivating  quick  perception;  ideas  of  self,  time,  space, 
distance,  etc. 


FOR  THE  TRAINING  OF  TEACHERS. 


108 


3.  Sense  Training.  Why:  how;  psychological  principles  under- 

lying work  of  the  Kindergarten  and  primary  grades;  how 
related  to  nature  life;  nature  study;  objects  and  methods. 

4.  Imagination.  Mental  image;  formation;  character  of;  clear; 

indistinct;  relation  to  action. 

5.  Memory.  Association  of  ideas;  laws  of;  as  depending  upon 

physical  condition  and  attention.  Training  the  memory; 
mechanical  memory. 

6.  Constructive  imagination.  Rise  and  growth  in  children; 

workings  in  invention  and  art;  training  of  in  school. 

7.  The  Concept.  Formation  of  general  notions;  as  related  to 

language  and  studies.  Methods  of  teaching. 

8.  Judgment.  Elements  of;  kinds,  training  in  recognition  of 

relations;  common  sense. 

9.  Reasoning.  The  syllogism;  induction;  uses  and  limits;  deduc- 

tion, when  of  value;  dangers;  use  of  analogy. 

IV.  Feeling. 

1.  Nature  of  pleasure  and  pain. 

2.  Bodily  feelings;  hunger;  thirst;  langour,  etc.  The  relation  to 

the  higher  mental  life  and  to  the  work  of  the  teacher. 

3.  Egoistic.  Origin,  growth,  uses  and  training  in  control  of 

anger,  fear,  jealousy,  rivalry,  love  of  power,  etc. 

4.  Altruistic — love,  sympathy,  friendship;  purpose  of;  their  educa- 

tional value;  principles  in  cultivating. 

5.  Sentiments — nature  of  love  of  truth;  love  of  the  beautiful;  love 

of  the  good;  how  formed  and  values  as  end  in  education. 

V.  Will. 

1.  Classify  actions;  uses  of  reflex  and  instructive  acts. 

2.  Imitation.  Tendency  to  imitate;  useip  made  of  it. 

3.  Idea-motor  activity.  In  relation  to  development,  self-control, 

skill,  belief,  character. 

4.  Deliberate  action.  Incentives  and  motives,  choice;  growth  of 

child  in  self-direction  through. 

5.  Discipline — habit.  How  formed;  a help  or  a hindrance;  laws 

of;  character. 


104 


MANUAL  BOR  ACCREDITED  SCHOOLS 


PHYSICAL  SCIENCE  EQUIPMENT. 

(In  order  to  be  prepared  to  teach  physics  creditably  the  following  mini- 
mum equipment  is  necessary.) 

It  is  presumed  that  the  school  has  a laboratory  properly 
equipped  with  suitable  tables  and  that  there  is  free  access  to  the 
common  bench  tools  used  by  carpenters,  tinners,  and  machin- 
ists, also  a lathe  for  wood  and  iron.  The  laboratory  equipment 
should  be  sufficient  to  supply  an  entire  class  in  many  of  the 
exercises.  Where  it  is  convenient  many  pieces  may  be  made 
by  the  pupils. 

The  following  list  indicates  the  minimum  of  apparatus  in 
kind.  The  quantity  or  number  of  duplicates  will  be  determined 
by  the  size  of  the  school. 

OUTLINE. 

I.  Miscellaneous  supplies. 

1.  Glass  and  rubber  tubing,  assorted  sizes. 

2.  Wire — brass,  iron,  copper  (insulated),  German  silver. 

3.  Sheet  copper,  iron,  zinc,  brass,  tin,  glass. 

4.  Glass  chimneys. 

5.  Tin  foil,  gold  leaf. 

6.  Beeswax,  paraffine,  sealing  wax. 

7.  Alcohol,  sulphuric  acid,  hydrochloric  acid. 

8.  Sal-ammoniac,  copper  sulphate,  mercury,  glycerine. 

9.  Sodium  bichromate,  gasoline. 

10.  Alcohol  lamp  or  Bunsen  burner. 

11.  Glassware — tumblers,  funnel,  graduate,  beakers,  test  tubes 

flasks. 

12.  Corks,  rubber  stoppers,  binding  posts,  ring  stands. 

13.  Small  masses  of  copper,  lead,  zinc,  brass. 

II.  Measurements. 

1 . Meter  rod . 

2.  Calipers — double. 

3.  Micrometer  and  vernier  calipers. 

4.  Spherometer. 

5.  Dividers. 

6.  Trip  balance  with  weights. 

7.  Beam  balance  with  weights. 

8.  Diagonal  scale. 

9.  Protractor. 

10.  Draw  scale. 


FOR  THE  TRAINING  OF  TEACHERS. 


105 


11.  Regular  blocks  of  wood. 

12.  Metal  cylinders. 

13.  Marbles. 

14.  Heavy  lead  or  iron  weights. 

III.  Mechanics. 

1.  Pendulum. 

2 . Levers . 

3.  Incline  plane  with  carriage. 

4.  Protractor. 

5.  Iron  weights. 

6.  Centrifugal  hoop  with  rotator. 

7.  Hydrometer. 

8.  Siphon. 

9.  Lifting  pump. 

10.  Jolly’s  balance. 

11.  Sp.  gravity  balance. 

12.  Air  pump  with  bell  jar  and  usual  accessories. 

13.  Magdeburg  hemispheres. 

14.  Barometer  tubes. 

15.  Mercurial  barometer. 

16.  Aneroid  barometer. 

IV.  Heat. 

1.  Thermometers— air  and  mercurial. 

2.  Ball  and  ring  for  expansion. 

3 Linear  expansion  apparatus. 

4.  Blast  lamp. 

5.  Calorimeter. 

6.  Newton’s  law  of  cooling  apparatus. 

V.  Sound. 

1.  Set  of  tuning  forks. 

2.  Savart’s  wheel. 

3.  Violin  bow. 

4.  Siren  disk  with  rotator. 

5.  Vibrating  plate. 

6.  Organ  pipe. 

7.  Resonator  tubes. 

8.  Sonom-ter. 

9 . Kundt’s  tube;  and  Manometric  flame  apparatus  if  gas  is  available. 

VI . Light . 

1.  Plane,  concave  and  convex  mirrors. 

2.  Prism. 

3.  Colored  glass  plates. 

4.  Nicol’s  prism. 

5.  Set  of  lenses. 

6.  Iceland  spar. 

7.  Color  disks. 

8.  Camera — (pin  hole  or  lens). 

9.  Spectroscope  and  accessories. 

10.  Photometer. 

11.  Port  Lumiere  or  Solar  Lantern. 


106 


MANUAL  FOR  ACCREDITED  SCHOOLS 


VII.  Magnetism. 

1.  Bar  magnet. 

2.  Horseshoe  magnet. 

3.  Mounted  magnetic  needle. 

4.  Iron  filings,  watch  springs. 

5.  Electro  magnet. 

6.  Magnetoscope. 

VIII.  Static  electricity. 

1.  Rods  of  glass,  wax,  vulcanite. 

2.  Gold  leaf  electroscope. 

3.  Leyden  jar  and  discharger. 

4.  Static  machine  and  accessories  (Toepler*  Holtz) 

5.  Bell  chimes. 

6.  Insulated  hollow  cylinder. 

7.  Electric  whirl. 

8.  Geissler  tubes. 

9.  Insulated  stool. 

IX.  Current  electricity. 

1.  Simple  voltaic  cell. 

2.  Two  fluid  cell — Daniell. 

3.  Gravity  cell. 

4.  Leclanche  cell — liquid  and  dry. 

5.  Grenet  or  plunge  battery. 

6.  Edison-Lalande  battery. 

7.  American  storage  cell. 

8.  Small  primary  and  secondary  coil. 

9.  Magneto-induction  coil. 

10.  Simple  dynamo. 

11.  Simple  motor. 

12.  Incandescent  lamps. 

13.  Water  electrolysis  apparatus. 

14.  Oersted’s  law  apparatus. 

15.  Parallel  current  apparatus. 

16.  Microphone. 

17.  Telegraph  set — key,  sounder  and  relay. 

18.  Telephone — transmitter,  receiver. 

19.  Galvanoscope. 

20.  Tangent  galvanometer. 

21.  Astatic  galvanometer. 

22.  Wheatstone’s  bridge — slide  form. 

23.  Set  of  known  resistances. 

24  Resistance  box. 

25.  Voltmeter. 

26.  Ammeter. 

27.  Electric  bell. 

28.  Commutator. 

29.  Gassiot’s  cascade. 

The  equivalent  of  many  of  these  pieces  of  apparatus  may  be 
homemade. 


FOR  THE  TRAINING  OF  TEACHERS. 


107 


0 ' 


THE  LIBRARY. 

Under  the  heading,  “General  Regulations,”  the  required 
number  of  volumes  has  been  determined.  All  accredited 
schools  must  have  standard  reference  works  treating  of  subjects 
required  in  the  course  of  study.  The  board  recommends  that 
the  following  publications  or  their  equivalents  be  placed  in 
libraries  of  accredited  schools  for  collateral  reading  along  the 
lines  of  civics,  economics,  and  pedagogy : 

CIVICS. 

Alton,  Edmund Among  the  Law-Makers Scribner. 

Adams,  H.  C Science  of  Finance Henry  Holt  & Co. 

Bryce,  James Am.  Commonwealth Macmillan  Co. 

Chandler,  George  . . .Iowa  and  the  Nation Flanagan  Co. 

Commons,  J.  R Proportional  Representation.  .T.  Y„  Crowell  & Co. 

Conklin,  Viola Am.  Political  History Henry  Holt  & Co. 

Conner,  J.  F Uncle  Sam  Abroad Rand  McNally  & Co. 

Dawes,  A.  L How  We  are  Governed Ginn  & Co. 

Dole,  C.  F The  American  Citizen D.  C.  Heath  & Co. 

Dole,  C.  F The  Young  Citizen D.  C.  Heath  & Co. 

Dole,  E.  T Talks  About  Law Houghton , Mifflin  & Co. 

Daniels,  W.  M Elements  of  Public  Finances. . Henry  Holt  & Co. 

Fiske,  John Civil  Government Houghton, Mifflin  & Co. 

Fiske,  John Critical  Period  of  Am . History . Houghton , Mifflin  & Co. 

Gordon,  Jane .Patriotism  in  Prose  and  Verse.  Ed.  Pub.  Co. 

Harrison,  B.  T This  Country  of  Ours Scribner. 

Hart,  A.  B Actual  Gov’t  as  Applied  under 

Am.  Conditions Longmans, Green  & Co. 

Hinsdale,  B.  A The  Am.  Government Werner. 

Hill,  Mabel Liberty  Documents Longmans, Green  & Co. 

Johnson,  A American  Politics Little,  Brown  & Co. 

James,  J.  A Gov’t  in  State  and  Nation Scribner. 

Judson,  H.  P The  Young  American Maynard,  Merrill  & Co. 

Lalor,  J.  J Cyclopedia  of  Political  Science.  C.  E.  Merrill  & Co. 

Macy,  Jesse Our  Government Ginn  & Co. 

Macy,  Jesse American  Politics Ginn  & Co. 

McCleary,  J.  F Studies  in  Civics American' Book  Co. 

Martin,  G.  H Text-Book  of  Civil  Gov’t  U. S . American  Book  Co. 

Mowry,  W.  A Studies  in  Civil  Government.  .Silver,  Burdette  & Co. 

Peterman,  A.  L Elements  of  Civil  Gov’t American  Book  Co. 


108 


MANUAL  FOR  ACCREDITED  SCHOOLS 


Perry,  A.  L ...Introduction  to  Pol.  Ec Scribner. 

Palgrave,  R.  H Dictionary  of  Pol.  Ec Macmillan. 

Ricardo,  B The  Works  of  Ricardo John  Murray,  London. 

Roberts,  E.  H. Government  Revenue. Houghton , Mufflin  & Co. 

Sidgwick,  H ..Principles  of  Pol.  Economy ...  Macmillan. 

Sumner,  W.  G Protection  in  the  U.  S Putnams. 

Spahr,  C.  B Essay  on  Distribution  and 

Wealth  in  U.  S T.  Y.  Crowell  & Co. 

Thorpson,  R.  E Protection  to  Home  Industry.. D.  Appleton  & Co. 

Thurston,  H.  W Economic  and  Industrial 

History Scott,  Foresman  Co. 

Walker,  F.  A First  Lessons  in  Pol.  Ec Henry  Holt  & Co. 

Walker,  F.  A Advanced  Political  Ec Henry  Holt  & Co. 

Wright,  Carroll  D. ..  Industrial  Evolution  in  U.  S..  Flood  & Vincent. 

White,  Horace Money  and  Banking Ginn  & Co. 

Wells,  D.  A Recent  Economic  Changes.. . D.  Appleton  & Co. 

PEDAGOGY. 

Arnold,  Sarah  L . . . .Way marks  for  Teachers Silver,  Burkette  & Co. 

Aiken,  Catherine Method  of  Mind  Training Am.  Book  Co. 

Baldwin,  J School  M’gm’nt  and  Methods. D.  Appleton  & Co. 

Brooks,  Edward Normal  Methods  of  Training. Normal  Pub.  Co. 

Boone,  R.  G Education  in  the  U.  S D.  Appleton  & Co. 

Butler,  N.  H Education  in  the  U.  S J.  B.  Lyon  & Co. 

Bender,  W.  H The  Teacher  at  Work A.  Flanagan  Co. 

Calkins,  A.  A Primary  Object  Lessons Am.  Book  Co. 

DeGarmo,  Chas Herbart  & Herbartans Scribner. 

DeGraff,  E.  V The  Schoolroom  Guide C.  W.  Bardeen. 

DeGarmo,  Chas The  Essentials  of  Method D.  C.  Heath  & Co. 

Dewey,  John The  School  and  Society Univ.  Chicago  Press. 

Dewey  & Runyan. . . .Elementary  School  Record. . .Univ.  Chicago  Press. 
Greenwood,  J.  M ...Principles  of  Education  Prac- 
tically Applied . ,D.  Appleton  & Co. 

Gow,  A.  M Good  Morals  and  Gentle 

Manners Am.  Book  Co. 

Hall,  G.  Stanley Methods  of  Teaching  History.  D.  C.  Heath  & Co. 

Halleck,  R.  P Psychology  and  Psychic 

Culture  Am.  Book  Co. 

Jackman,  W.  S Nature  Study Henry  Holt  & Co. 

Hodge,  C.  F Nature  Study  and  Life Ginn  & Co. 

Hewett,  E.  C Treatise  on  Pedagogy Am.  Book  Co. 

Hughes,  J.  L Froebel’s  Educational  Laws 

for  All  Teachers D.  Appleton  & Co. 

Hughes,  J.  L Dickens  as  an  Educator D.  Appleton  & Co. 

Hewett,  E.  C Elements  of  Psychology ..... .Am . Book  Co. 

Ham,  C.  H Mind  and  Hand Am.  Book  Co. 

Hinsdale,  B.  A. . . . . . How  to  Study  and  Teach  Hist.  D.  Appleton  & Co. 

Hinsdale,  B.  A Art  of  Study Am.  Book  Co. 

Seerley  and  Parish.  .Hist,  and  Civil  Gov’t  of  Iowa.  Werner. 

Sabin,  Henry History  of  Iowa Flanagan. 


FOR  THE  TRAINING  OF  TEACHERS. 


109 


Stevens,  C.  E Sources  of  the  Constitution  of 

U.  S,.,,. , Macmillan. 

Townsend,  Calvin. .. Shorter  Course  in  Civil  Gov’t. Iveson,  Blakeman,  Tay- 
lor & Co. 

Wilson,  Widrow The  State  and  Congressional 

Government D.  C.  Heath  & Co. 

Warner,  A.  G Am.  Charities T Y.  Crowell  & Co. 

Young,  A.  W The  Gov’t  Class  Book Maynard,  Merrill  & Co. 

ECONOMICS. 

Bley,  M.  T Descriptive  Economics William  & Rogers. 

Bullock,  C.  J Introduction  to  the  Study  of 

Political  Economy Silver,  Burdette  & Co. 

Clark,  J.  B Philosophy  of  Wealth Henry  Holt  & Co. 

Clark,  J.  B... Trusts T.  Y.  Crowell  & Co. 

Cunningham  & Mc- 
Arthur   English  Industrial  Hist Macmillan. 

Cheyney,  Ed.  P Industrial  and  Social  History 

of  England Macmillan. 

Chapin,  A.  L First  Principles  of  Pol.  Ec. ..  .Sheldon  & Co. 

Clow,  F.  F Introduction  to  the  Study  of 

Commerce Silver,  Burdette  & Co. 

Cunningham,  W The  Use  and  Abuse  of  Money. Scribner. 

Davenport,  W.  J Elementary  Economics Macmillan. 

Davenport,  H.  J Outlines  of  Economic  Theory. Macmillan. 

Dyer,  Henry The  Evolution  of  Industry Macmillan. 

Davidson,  John The  Bargain  Theory  of  Wages. Putnams. 

Ely,  R.  T Outlines  of  Economics Macmillan. 

Ely,  R.  T Monopolies  and  Trusts Macmillan. 

Ely,  R.  T Problems  of  To-day T.  Y.  Crowell  & Co. 

Gibbons,  H.  De  B. . Industrial  Hist,  of  Eng Macmillan. 

Hadley,  A.  P Economics Putnams. 

Hill,  J.  S Leading  Principles  of  Pol.  Ec.  Harper  & Bros. 

Horton,  Dana  S Silver  and  Gold Clark  & Co. 

Hobson,  J.  A.  The  Evolution  of  Modern 

Capitalism Scribner. 

Hobson,  J.  A The  Economics  of  Distribution. Macmillan. 

Jenks,  J.  F The  Trust  Problem McClure,  Phillips  & Co. 

Jevons,  W.  E Money  and  the  Mechanism  of 

Exchange D.  Appleton  & Co. 

Laughlin,  J.  L .....  Elements  of  Political  Economy.  Am . Book  Co. 

Laughlin,  J.  L Edition  of  J.  S.  Mills  Pol.  Ec.D.  Appleton  & Co. 

Laughlin,  J.  L Hist  of  Bimetallism  in  U.  S..D.  Appleton  & Co. 

Marshall,  Alford Economics  of  Industry Macmillan. 

Macvaine,  F.  M Political  Economy Maynard,  Merrill  & Co. 

McLeod,  H.  D Bimetallism Longmans,  Green  & Co. 

Hinsdale,  B.  A. Teaching  the  Language  Art..D.  Appleton  & Co. 

McMurray,  Chas,  A.  .Element  of  General  Method.  .Macmillan. 

Murphy,  D.  C Turning  Points  in  Teaching.. A.  Flanagan  Co. 

Mann,  Horace Lectures  and  Annual  Reports. Cambridge,  Mass. 


no 


MANUAL  FOR  ACCREDITED  SCHOOLS. 


McGovern,  Anna  E.  .Nature  Study  and  Related 

Literature Cedar  Rapids  Pub.  Co. 

McMurray,  Chas.  A. General  Method Ed.  Pub.  Co. 

Parker,  F.  W Talks  on  Pedagogy A.  Flanagan  Co. 

Parker,  F.  W How  to  Study  Geography D.  Appleton  & Co. 

Page,  D.  F Theory  and  Practice  of  Teach- 
ing   . . American  Book  Co. 

Putnam,  D A Manual  of  Pedagogy Silver,  Burdette  Co. 

Putnam,  D Text  on  Psychology American  Book  Co. 

Paulson,  Emile Love  and  Law  in  Child  Train- 
ing   Milton  Bradley  Co. 

Quick,  R.  H Essay  on  Educational  Re- 
formers  D.  Appleton  & Co. 

Quick,  R.  H Locke  on  Education University  Press. 

Roark,  R.  A Psychology  in  Education American  Book  Co. 

Roark,  R.  A Method  in  Education American  Book  Co. 

Rein,  W Outlines  in  Pedagogics C.  W.  Bardeen. 

Raub,  A.  N Methods  of  Teaching Raub  & Co. 

Smith,  A.  T Systematic  Methodology Silver,  Burdette  & Co. 

Schaeffer,  N.  C Thinking  and  Learning  to 

Think J.  B.  Lippincott  Co . 

Seeley,  Levi ...History  of  Education American  Book  Co. 

Swett,  John... Methods  of  Teaching American  Book  Co. 

Search,  P.  W An  Ideal  School 0 . . D.  Appleton  & Co. 

Scott,  C.  B Nature  Study  and  the  Child.. D.  C.  Heath  & Co. 

Shaw,  E.  R School  Hygiene Macmillan. 

Tompkins,  Arnold  ..School  Management Ginn  & Co. 

Tompkins,  Arnold  . .The  Philosophy  of  Teaching.  .Ginn  & Co. 

Taylor,  A.  R The  Study  of  the  Child D.  Appleton  & Co. 

White,  E.  E School  Management American  Book  Co. 

White,  E.  E...  Psychology  American  Book  Co. 

White,  E.  E Art  of  Study American  Book  Co. 

Welch,  W.  M How  to  Study Welch  & Co. 

Welch,  W.  M How  to  Organize,  Classify  and 

Teach  a Country  School.  .Welch  & Co. 

Wickersham,  J.  P... School  Economy J.  B.  Lippincott. 

Winship,  A.  E Great  American  Educators. . .Werner  Co. 

Woodward,  C.  I Manual  Training  School D.  C.  Heath  & Co. 

Wray,  Angelina  W..Jean  Mitchell’s  School Pub.  School  Co. 

White,  A.  D Methods  of  Teaching  History.  D.  C.  Heath  & Co. 


1 


INDEX 


w PAGE. 

Approved  Schools 3 

Application  for  recognition  7 

Arithmetic 32 

Outline 32 

Algebra 67 

Suggestions 68 

Outline 73 

Board  of  Examiners 2 

Civics 92 

Outline 92 

Course  of  study: 

Minimum 8 

Extended 9 

Didactics 62 

Economics 84 

Outline 84 

Geography 25 

Outline 25 

Grammar 40 

Outline 40 

History  52 

Outline. . „ . 53 

Law: 

For  state  recognition 5 

For  schools  of  Iowa 93 

Library: 

Civics 107 

* Pedagogy 108 

Economics 109 

Music 98 

Outline ...  99 

Orthography  and  Orthoepy 11 

History  of  English  language. 10 

Preface 4 

Physics-.  79 

Outline „ 80 


(111) 


112 


INDEX. 


Physical  science  equipment 

Outline 

Physiology 

Outline 

Penmanship 

Outline 

Psychology 

Outline 

Reading 

Outline 


PAGE. 

. 104 
. . 104 
..  58. 

. . 59 

. . 21 

. 22 
. . 102 
..  102 
..  18 
. . 18- 


